Professional Documents
Culture Documents
1b Assessment 1
1b Assessment 1
Western Sydney
University
Secondary Curriculum 1B – English
ASSESSMENT 1
Lesson plans + professional rationale
Madeleine Clark
Student number: 18063631
Professional Rationale
Careful consideration was taken when constructing the following three lesson plans. They
have been created around the Stage 5 syllabus, employing Outcome 6, ‘Students: investigate
the relationships between and among texts’ (Board of Studies, 2012, p. 62) combined with
the English Textual Concept (2016) of “Representation” (Department of Education). In order
to appeal to learners of all abilities, contemporary texts were selected for exploration in an
effort to engage students in developing their skills to identify, and analyse film and image. A
series of excerpts from Gurinder Chadha’s 2002 film Bend It Like Beckham have been coupled
with an image of David Beckham at his last professional football game (2013).
The decision to use the concept of ‘Representation’ was made according to the English
Textual Concepts (2016) which stated, “All representations carry personal and cultural
meanings and have personal and social effects” (Department of Education, 2016). This
concept provided the opportunity to analyse texts that were relevant to students and realistic
to their understanding of the English language. Simultaneously, incorporating aspects of
Peel’s (2009) ‘“Cultural studies” Model of English’ (p. 31) has been integral in developing how
these three lessons are to be taught. Using this model means the English classroom can be
used as a space to explore “representations of war, ethnic groups and religion” (p. 34).
Through the film and image, students are to be exposed to texts that explore social constructs
and represent the politics present within contemporary society.
Fahim and Seidi (2013) discussed the importance of “interaction” (p. 932) in the English
classroom. Creating activities around interacting with students and causing students to
interact with their peers. The focus of the second lesson therefore became centralised on
students interacting with the new text. The second text was an image of David Beckham after
finishing his last career football game in 2013. Using this text, it should become evident for
students that there is “potential for different readings of texts as representations are
questioned and reinterpreted” (Department of Education, 2016). Inviting students to share
their reading of the image correlates with Fahim and Seidi’s belief that interaction leads to
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
the ‘awareness of self-regulation’ (p. 934) and subsequently the desire to achieve the lesson’s
learning intention. That is why in the second lesson, a “praise-question-polish” (Daly, 2016 in
Boas & Gazis, 2016, p. 171) framework was used. Structuring an activity to include peer
feedback allows students to become acquainted with the ideas of their peers, make
suggestions and positively praise their suggestions.
The Quality Teaching Model (Ladwig & Gore, 2003) says “3.2 Cultural Knowledge” (p. 42)
occurs when “the lesson recognises and values claims to knowledge from multiple social
groups in an authentic, detailed and profound manner” (p. 42). It is with hope that this
outcome is achieved as a result of the third lesson. In providing students with this learning
experience, it was necessary to differentiate sequences within each lesson to provide a
chance for detailed and authentic understanding. Discussion is an activity that is featured in
every lesson. Richards (2017) attributes student success through ‘cumulative questioning and
discussion which guide and prompt, and expedite “handover” of concepts and principles’ (p.
17). For those students who have difficulty expressing their opinions on paper, means they
consistently have the opportunity to vocalise thoughts and internalise what they hear as
oppose to see.
Similarly, throughout each of the three lessons, there have been explicit opportunities
provided for students to work collaboratively through exploration of the texts. The choice to
incorporate this style of learning was decided based on the notion that, “Students have better
ideas as they share ideas, clarify misunderstandings and arrive at consensus” (Hattie, 2009 in
Boas & Gazis, 2016, p. 23). In recognition of Hattie’s (2009) research, students are expected
to work individually first, to ensure that they formulate somewhat of an idea prior to sharing
with their peers. The teacher can then divide the students into groups so there is a balance in
the talents and abilities of students. For example, placing a GAT student with an ESL student
with another peer allows the group to bring alternate perspectives and level the workload
based on their individual strengths. Should some students require extra support, the teacher
is enabled to spend quality time with a student whilst the class collaborates through group
work.
The activities completed within the three lessons have activities that are required to be
submitted to the teacher. Therefore, checking for a student’s understanding has been carried
out on several occasions. This was a deliberate choice to ensure that progression is monitored
and charted in records for reporting. In line with the Quality Teaching Model (Ladwig & Gore,
2003), incorporating different forms of activity encourages “2.5: students’ self-regulation” (p.
34) to “demonstrate autonomy and initiative” (p. 34). This enables the teacher to assess the
alternative work of students as they progress through the syllabus.
The lessons constructed have intertwined concepts to create profound learning experiences.
There are opportunities throughout each lesson for all students to access quality learning in
the classroom. Hopefully students will improve upon their knowledge of relationships
through texts and how meaning is created through representation.
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
LESSON 1: Investigating Bend It Like Beckham
Outcome 6
A student:
Investigates the relationships between and among texts EN5-6C
Students:
Engage personally with texts
o Explain and justify responses to texts and widening personal preferences
within and among texts
Materials
Whiteboard and markers
1 “Bend It Like Beckham” worksheet per student
1 “reconceptualisation” worksheet per student
Laptop and projector
Procedures
Time Organisation Teaching/ learning activities
0 – 5 Teacher led Students line up outside the classroom. They are invited into the
mins learning space. The teacher instructs the students to pull out
workbook and copy down the lesson’s learning intention.
The teacher will mark the class roll as the students copy this down.
6–8 Teacher led The teacher will explain to the students that this lesson will focus
mins on uncovering measures of “representation” within the Gurinder
Chadha’s 2002 film, Bend It Like Beckham. The teacher should
indicate to students that they are looking for instances in the film
excerpt whereby characters have been impacted by gendered
expectations or cultural values.
A worksheet will be provided to for each student by a student
helper.
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
In the meantime, the teacher will go about setting up the projector.
9 – 25 Individual The film excerpt should be played.
mins student Link: https://www.youtube.com/watch?v=OpmLuLUD134
work
The film sequence should be viewed twice – this provides students
with the opportunity to take notes which they may have overlooked
in the first viewing.
The teacher will explain to the students that the worksheet contains
four boxes. For the top two character boxes students will need to
take notes on behaviours Jess and Jules are exposed to due to their
desire to play soccer.
In the bottom two boxes students will need to decipher whether
the behavioural response is a gendered expectation or cultural
expectation.
The teacher should prompt the class with discussion questions such
as:
What were some of the gendered expectations inflicted upon
Jess and Jules?
Seeking responses such as: should be looking for makeup &
push up bras, dating boys, embracing femininity,
What are some of the cultural expectations inflicted upon Jess
& Jules?
Seeking responses such as: Jess learning to cook traditional
Punjabi dinner, Jules “should be marrying a doctor” (Mum
doesn’t want her daughter to date a girl), wearing skirts and
dresses
Why might the director, Gurinder Chadha, have positioned the
two main characters to experience these familial responses
just because they want to play soccer?
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
Seeking responses such as: to represent the connotations
associated with girls playing “male” sports, to demonstrate
the inequality experienced between the genders, to eradicate
the negative opinions associated with females pushing social
boundaries
During this time, the teacher should move around to each of the
groups and listen to the responses of the students.
Students who are struggling with some areas can ask their peers for
their suggestions also.
41 – Group work For the remainder of the lesson students (in groups of 4) will be
57 reconceptualising the text. The teacher should mix abilities
mins amongst the groups.
The objective is for students to consider how choices within the film
have been intentionally used to sway means of representation and
how this characterises the females in the text.
The reconceptualisation can be done through a collaborative
written response, a story board or PowerPoint presentation
(worksheet attached).
58 – Teacher led The teacher should ask students to begin packing away their
60 belongings. Students should record their homework if the last
mins activity was incomplete.
Homework To complete the reconceptualisation activity (if it was not finished
in class time)
Evaluation/ Extension
During the next lesson I will set out to review the reconceptualisation of the each of the
groups, or at least have each group provide me with a copy of the response. This will allow
me to formatively assess the learning of students through the exploration of the film. It can
also double as an opportunity to decipher the analysis and justification skills of students (in
line with the syllabus outcome). Records can be kept of those areas of strength and weakness.
In retrospect
I am open to having the discussion about gender and culture issues before viewing the film.
I did this after the viewing because then students would have more material to deliberate.
The analysis of the text ends up with a reconceptualisation. This particular scenario may not
work for classes in terms of creativity and embracing resources. Potentially, this activity may
need to have been allocated more time.
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
Consider:
How choices within the film have been intentionally used to sway means
of representation and how you could adapt this for your society
How characters chose not to respond to gendered and cultural
expectations and the consequences of their choices
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
LESSON 2: Investigating media portrayals of a male sporting hero
Outcome 6
A student:
Investigates the relationships between and among texts EN5-6C
Students:
Engage personally with texts
o Explain and justify responses to texts and widening personal preferences
within and among texts
Materials
A copy of the text (image) for each student
Laptop and projector
Whiteboard
1 x P-Q-P instructional sheet for each student
Procedures
Time Organisation Teaching/ learning activities
0–5 Teacher led Students line up outside the classroom. They are invited into the
mins learning space. The teacher instructs the students to pull out
workbook and copy down the lesson’s learning intention.
To balance out the texts, the students will in this lesson focus on an
image of David Beckham. The image should be projected on the
whiteboard. Each student should receive a copy of the image to
analyse and annotate (attached below).
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
For context, the teacher should share with the students that the text
has been taken from David Beckham’s last soccer game for Los
Angeles Galaxy in 2013.
The students will receive the opportunity to ask questions about the
text.
11 – Student led The teacher will break the class into three even groups (mixed
21 ability). They will receive an activity card at random (attached
mins below).
Students will have to consider either:
Focalisation
(looking for ideas such as Beckham showered with
celebration, thrown in the air, camera focused on him,
triumphant career, heroic positioning)
Foreground
(looking for ideas such as team mates, colleagues, coaches,
celebration, position below Beckham)
Background
(looking for ideas such as fans, colours, clothing, cheering,
body language, flags, signage)
While the students are collaborating, the teacher can ask students
to the see their “Reconceptualisation” from the previous lesson.
22 – Student led Students will prepare a written response to a question of their
47 choice.
mins There will be five response questions for the students to pick from.
The expectation is that students can prepare a response containing
3 paragraphs. However, there is a significant level of difference in
the difficulty of each question. For those gifted and talented
students, or students with additional learning needs, the questions
vary to cater for different abilities.
The teacher needs to explain to the students that they will provide
peer feedback to the allocated group. This will be done in three
steps
1. Praise (explain what the group did well in their response)
2. Question (which area of the response requires clarification
or expansion?)
3. Polish (how would you encourage them to make their
response stronger?)
59 – Teacher led The teacher should direct the students to begin packing up their
60 belongings.
mins They will need to record their homework in their student diary.
Homework Using the peer feedback provided in the P-Q-P framework,
students should make amendments to their response.
Evaluation/ Extension
This lesson was a continuation of the previous lesson’s syllabus outcome. Therefore, it is
essential to figure out if students have been able to understand the relationship we created
between the texts and why it is important to retain this knowledge as a basis for the next
lesson. Also, the peer marking strategy has been implemented in order to allow students to
see what their friends are capable of producing. For some students, this may be a beneficial
exercise in realising that effort needs to be put into their work when it is being peer mark. I
will be able to see whether effort has been increased and capability has been implemented.
In retrospect
The use of the photograph may be limiting for some students in terms of working beyond the
face value of the text. This requires deep thought for analysis, particularly with regard to
focalisation and exemplification of the subject. The activities in this lesson require
significantly more explanation than the last. Encouraging students to provide feedback for
their peers in a respectful and constructive manner may take more practice than just this one
lesson.
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
Regan, M. (2013). David Beckham’s last match ends in celebrations. Sports Illustrated. Retrieved from
https://www.si.com/soccer/2013/05/18/david-beckham-last-match-celebrations
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
Writing Task
Respond to one of the options below.
Your group should aim to write 3 paragraphs or 500 words.
Use specific examples when responding to your selection.
1. In what way has David Beckham been represented? Consider the positioning, background
and foreground of the image.
2. Does this image intentionally persuade your view of David Beckham? Why/why not?
4. What are the intrinsic attitudes that we perceive from the image?
5. How might the media site who published this text be privileging the persona of David
Beckham as a soccer (football) player?
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
Praise-Question-Polish
Assess your peers’ work by completing the following 3 steps:
1. Praise: let the group know what they did well, what you
liked, what you enjoyed
2. Question: what areas of the work were you unsure of?
What didn’t you understand?
3. Polish: let the group know what areas of the work could use
some more attention, what issues may need addressing or
what could be improved.
Praise-Question-Polish
Assess your peers’ work by completing the following 3 steps:
1. Praise: let the group know what they did well, what you
liked, what you enjoyed
2. Question: what areas of the work were you unsure of?
What didn’t you understand?
3. Polish: let the group know what areas of the work could use
some more attention, what issues may need addressing or
what could be improved.
Praise-Question-Polish
Assess your peers’ work by completing the following 3 steps:
1. Praise: let the group know what they did well, what you
liked, what you enjoyed
2. Question: what areas of the work were you unsure of?
What didn’t you understand?
3. Polish: let the group know what areas of the work could use
some more attention, what issues may need addressing or
what could be improved.
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
LESSON 3: Comparing representations of gender in sport
Outcome 6
A student:
Investigates the relationships between and among texts EN5-6C
Students:
Engage personally with texts
o Explore and appreciate the similarities and differences between and among
more demanding texts
Materials
A copy of the texts for each student
State of Student proforma for each student
Procedures
Time Organisation Teaching/ learning activities
0–5 Teacher led Students line up outside the classroom. They are invited into the
mins learning space. The teacher instructs the students to pull out
workbook and copy down the lesson’s learning intention.
The teacher will mark the class role in this time. The students should
copy the learning intention into their workbook.
6 – 20 Student led The teacher will explain to the class that the objective of this lesson
mins will focus on identifying the textual similarities and differences
between female and male representation in traditionally male
dominated sports. This will be based on studies of Bend It Like
Beckham and the image of Beckham being celebrated (used in the
two previous lessons).
Beckham:
Surrounded by sponsorship posters
Dressed in a professional uniform
Playing on a professional stadium field
Has a major audience
Wearing soccer boots
The class will be split into two groups. The teacher will set a timer
for twenty minutes. This time should be used by students to prepare
arguments using specific examples from each text.
Whilst the students are allowed to keep their notes with them, they
should rely on their own knowledge about the texts in order to
maintain the flow of the panel.
59 – Teacher led The teacher should direct the students to begin packing up their
60 belongings.
mins
Homework N/A
Evaluation/ Extension
Whilst the teacher acts as the convenor during the panel, he/she will need to take notes about
the students who have the capability to express their opinion. The teacher will need to see
that all students have verbally contributed to the panel. As the panel move through the
agenda, the teacher will be sure to write notes about the relevant and relatable evidence
presented by students. Student contribution to the panel should be noted for reporting.
In retrospect
The goal of this lesson was to get students to understand the relationship between the texts.
Hopefully the panel activity will help consolidate the understanding of the students. My
intention was to build their confidence in being able to present their argument and justify
responses. Potentially students will need guidance during the panel activity. But providing the
students with the opportunity to do an oral task differentiates from their usual written
responses.
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
A still image of Jess in her backyard & Beckham at a stadium in Los Angeles, California.
With your peers discuss (and take notes) about the similarities between the two images.
STATE OF STUDENT
Following your exploration of the two texts you are to create a panel show
called, STATE OF STUDENT.
You need to deliberate some of the commonalities and differences you have
found between the texts with your opposition and discuss the impact of this
particular representation.
With your own team you need to develop strategies to discuss the relationship
between the texts and ensure that you use specific examples from your
analysis.
STATE OF STUDENT
Following your exploration of the two texts you are to create a panel show
called, STATE OF STUDENT.
You need to deliberate some of the commonalities and differences you have
found between the texts with your opposition and discuss the impact of this
particular representation.
With your own team you need to develop strategies to discuss the relationship
between the texts and ensure that you use specific examples from your
analysis.
STATE OF STUDENT
Following your exploration of the two texts you are to create a panel show
called, STATE OF STUDENT.
You need to deliberate some of the commonalities and differences you have
found between the texts with your opposition and discuss the impact of this
particular representation.
With your own team you need to develop strategies to discuss the relationship
between the texts and ensure that you use specific examples from your
analysis.
Madeleine Clark Secondary Curriculum 1B: English 102088
18063631 Assessment 1 Tutor: Ann Small
References
Australian Institute For Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf
Board of Studies. (2012). English K-10 Syllabus Volume. 2 (English 7-10). Sydney, Australia:
Board of Studies.
Boas, E., & Gazis, S. (Eds.). (2016). The Artful English Teacher: over 100 practical strategies
for the English classroom. South Australia: Australian Association for the Teaching of
English.
Chadha, G., (Director & Producer). (2002). Bend It Like Beckham [Film]. United Kingdom:
Warner Home Video.
David Beckham’s last match celebration [Image]. (2013, May 18). Retrieved from
https://www.si.com/soccer/2013/05/18/david-beckham-last-match-celebrations
David Beckham playing football [Image]. (2013, February 28). Retrieved from
https://www.lagalaxy.com/post/2013/02/28/la-galaxy-know-style-change-needed-they-
prepare-life-without-david-beckham
Dunn, S. (2014, March 24). Bend It Like Beckham – Gender Stereotypes [Video file].
Retrieved from https://www.youtube.com/watch?v=OpmLuLUD134
Gannon, S. (2009). Teaching Film. In S. Gannon, M. Howie & W. Sawyer (3rd Ed.), Charged
with Meaning reviewing English (pp. 179-184). Australia: Phoenix Education.
Jesminder and Jules triumphant after game win [Image]. (2017, April 11). Retrieved from
https://celebrity.nine.com.au/2017/04/11/16/58/bend-it-like-beckham-cast-then-and-now
Jesminder Bhamra kicking goals in her backyard [Image]. (2010, December 31). Retrieved
from https://www.theguardian.com/world/2010/dec/31/north-korea-david-
beckham-film
Ladwig, J.G., & Gore. J. (2003). Quality teaching in NSW public schools: A classroom practice
guide. Sydney, Australia: NSW Department of Education and Training. Retrieved
from https://app.education.nsw.gov.au/quality-teaching-
rounds/Assets/Classroom_Practice_Guide_ogogVUqQeB.pdf
Peel, R. (2009). ‘Cultural Studies’ Model of English. In S. Gannon, M. Howie & W. Sawyer (3rd
Ed.), Charged with Meaning reviewing English (pp. 31-39). Australia: Phoenix
Education.
Richards, J.C. (2017). Teaching English through English: Proficiency, pedagogy and
performance. RELC Journal, 48 (1), 7-30. Doi: 10.1177/0033688217690059
Thomas, P., & Rothing, A. (2017). Exploring feminism in a multicultural classroom: using
Bend It Like Beckham as a tool in a high school class. Intercultural Education, 28 (3),
250-268. Doi: 10.1080/14675986.2017.1333757