WSU Teaching Performance Assessment (WSU_TPA)

School of Education
Master of Teaching (SECONDARY)

Alicia Sukkar
18363441
 Case Study Report
Name: Alicia Sukkar Student Number:18363441 Content
▫ Situational Analysis
Name of school: Bass High School ▫ Professional Goals
▫ Case Study Report
! Overview of Participants
Address of school:Arundle Road, Bass Hill, New ! Key Classroom Event 1
South Wales ! Lesson Plan 1
! Pre-lesson Discussion Form 1
! Evaluated Lesson Plan 1
! Lesson 1 Observation Feedback
Professional Phone number: 02 9726 3644 ! Post Lesson Discussion Form 1
! Key Classroom Event 2
Experience ! Lesson Plan 2
Placement School Principal: Mr Martin Toaetolu ! Pre-lesson Discussion Form 2
! Evaluated Lesson Plan 2
! Lesson 2 Observation Feedback
Mentor Teacher/s: Phillip Nimmo ! Post Lesson Discussion Form 2
! Key Classroom Event 3
! Lesson Plan 3
! Pre-lesson Discussion Form 3
! Evaluated Lesson Plan 3
URL: ! Lesson 3 Observation Feedback
https://bass-h.schools.nsw.gov.au/ ! Post Lesson Discussion Form 3
! Summary of Impact
▫ Supporting Appendices
Weebly URL:
! Caregivers’ consent forms
https://a-sukkar.weebly.com/ ! Appendix 2 [optional; provide title]
! Appendix 3 [ optional; provide title]
! Appendix 4 [ optional; provide title]
! Appendix 5 [ optional; provide title]
Situational Analysis
Classroom/School/Community Information - Analysis/What does this information
Sociocultural background mean?

Community: Bass High School is a co-educational school located in the
Western Sydney Region, 23 kilometres south-west of the Sydney central
business district. The median age of the Bass Hill population was 34 years,
4 years below the national median of 38. 58.5% of people were born in
Australia. 37.6% of people only spoke English at home. Other languages
spoken at home included Arabic 27.6%, Vietnamese 9.6%, Greek 2.6%,
Italian 2.1% and Cantonese 1.8%. The most common responses for religion
in Bass Hill were Islam 27.7%, Catholic 26.0% and No Religion 9.2%
Australian Bureau of Statistics (27 June 2017).
Bass Hill (State Suburb). (2016). Census QuickStats
School: The schools is culturally diverse, with more that 78% of enrolments
coming from families whose parents have a language background other than
English and 19 Aboriginal students. A Support Unit provides programs for
55 students with mild and moderate intellectual disabilities. The school
provides a learning and homework centre that provides extensions, learning
support and senior student study programs. The welfare team supports
students at each stage of their development through a range of programs and
practices that enhance student wellbeing. The schools main priority is the
explicit teaching and modelling of positive behaviour through the Positive
Behaviour for Learning (PBL) program.Parents, carers and the wider
community play a vital role in the life of the school, that is supported by the
Parents and Citizens’ Association and the Community Engagement Officer
role. Unfortunately the school is lacking ICT devices, and most students
lack knowledge of how to use laptops, or how to research.
Community: The multicultural background of Bass Hill is a reflection
of Bass High School. the diverse community provides an added sense
of culture and its appreciation into the school. As a result of the mixed
culture, students are largely aware and respective of different cultural
backgrounds in the school.
School: Based on the information about the schools sociocultural
background, this means to me that the school would have to address
and cater to a range of diverse student needs and demands. This means
that it could bring a dynamic environment to the classroom, with
different skills and needs to address. It is evident that there is a need to
cater for students who have English as a second language background,
as well as a need to cater for behaviour concerns and differentiating
learning for gifted and talented students. This information largely
indicates that differentiated instruction is a high priory when teaching,
which mean it will be vital to catering to students individual learning
styles, motivations, and abilities. The PBL principles should also be
incorporated into my classroom management techniques. The ACARA
cross-curricular priorities of connections to Asia, Aboriginal and Toress
Strait Islander history and culture, and use the 8 Ways of Learning
Framework should also be implemented into my teaching for the
inclusion of Aboriginal and Toress Strait Islander students, and for
differentiation in the classroom. ICT will be a major issue, as it will
limit me from providing vital and necessary class activities that will
assist students and their growth in learning.

Information Retrieved from: https://bass-h.schools.nsw.gov.au/about-our-

school.html
Classroom: Class 7B is a wonderful stage 4 class comprised of 27 students,
13 girls and 14 boys. The class is informally known amongst staffing
members as the “second highest academic class” of that grade.The class
comprises of 4 students that provide the most behavioural problems, these
students will scarcely get any work done, will disrupt others around them
and show up late to class. The other 23 students in the class are constantly
well behaved, show up to class on time, do not distract others and manage
to complete all their work. There are no
EAL/D students in the class. A few students are driven to achieve high and
continue to seek feedback from all their work. 8 students in the class love
and continue to ask to work in pairs or in a group. 1 particular student is
gifted and talented, that student completes work before other students, does
an exceptional job at completing their work, and shows intelligence beyond
that persons years. The classroom tables are structured in 5 blocks, that
allow 6 students to sit on each of the blocks of tables. The teachers desk is
situated at the front, facing the students; there are two whiteboards and a
fixed projector. The class runs a 7 period English cycle, with 4 class during
the week in ‘Week A’ and three classes during ‘Week B’.
Professional Goals (4-6)
Classroom: The mixed abilities within the classroom would require
me to largely differentiate every lesson and most class activities. My
presence to behavioural manage those disrupting students would be
vital, I might need to arrange them a seating plan, and serve
consequences if those students continue to show up late to class. I will
also need to familiarise my self with the school policies when dealing
with poor behaviour. To address the needs of the gifted and talented
student, I would arrange a long term project through out the course of
her learning, rather than giving her extension work. This long term,
project solving project would be exciting and would continually
engage her in her work and would be very rewarding. I will utilise the
the layout of the class to allow for more group work activities.
Furthermore, the analysis given above of the ‘school’ will also be
implemented into the classroom environment.
Goal 1
To successfully plan lesson sequences that uses
students content knowledge and effective
pedagogy.
Links to AITSL standard 3.2.1
Strategies:
Hours of preparation will be needed to
successfully plan lesson sequences that uses
students content knowledge. To effectively plan
lesson sequences, a unit of work will be helpful
and necessary as it will provide me with a
greater opportunity to create a flow in the
lessons and in students learning. Backwards
mapping will also be used as a technique that
allows me to drive students to their learning
goals. Observation of students will be needed, as
it will allow me to understand where students
are currently at and how they confident they are
about certain topics. An informal assessment
will be also be needed as it will further assess
students current content knowledge. Utilising
the BSLIM model (Blisash’s success-guided
language instructional model) (2011) to check
the progress of learning activities, and
sequencing lessons that assist students through
various learning activities.
Ongoing evaluation and reflection
Date: 24/09/2019
Going into this class I felt prepared and confident having already submitted a full unit of work to
my mentor and receiving the thumbs up to go ahead with it. Before coming into the class I
prepared a thorough lesson plan that would assist me through out the lesson and keep me on track.
Fortunately I had only achieved two of three of the full lesson plan activities, however, this did not
become a major problem, as I knew the direction I wanted to go into for my next lesson with year
7. This also enabled me to conclude my lesson by getting students to start thinking about the next
lesson, and the ongoing theme of their learning.
Date: 25/09/2019
This lesson continued on from the lesson before hand. Overall students seemed constantly
engaged, as they were aware of their learning and could largely make links to the previous lesson.
I also become a lot more confident when enforcing rules and dealing with misbehaving students.
In retrospect, my confidence did also increase in general, as I became more familiar with students,
their names and their abilities. One student made a comment that they “were bored”, which made
me a bit worried about the lessons that I presented. I had a discussion with my mentor about this,
to see how i could make my lesson more engaging for all students. He suggested I could
implement a learning game.
Date: 26/09/2019
Taking on my mentors feedback, I started the lesson with an icebreaking learning game, based on
my own observation, every student was fully engaged and actively participating. Other activities in
this lesson required students to use their content knowledge, which they all managed to do
successfully, however there were a few students that did not like the scope of this and preferred an
activity where they weren’t required to use their own knowledge. Indicating, some students
preferred more teacher-led activities.
Goal 2
To differentiate teaching to meet the specific
learning needs of students.
Links to AITSL standard 1.5.1
Strategies:
There will be a strong need to differentiate
learning. In order to do this, activities should
either be scaffolded for lower ability students, or but rewarding. Those higher ability students were the ones who were asking more questions. I
made challenging for those that are gifted and
talented. Specific strategies for differentiation
can be achieved through: curriculum mapping;
inquiry-based learning; project based learning;
relationship building; self directed learning and During this lesson students were focusing on their ability to write creatively. Low ability students
others.
Ongoing evaluation and reflection
Date: 14/10/2019
This lesson was focused largely on my ability as a teacher to provide content and learning
activities that are differentiated. My attempt to differentiate came through via inquiry-based
learning. Students were using laptops in this lesson, and the lesson was focused on their ability to
research. Students with lower abilities were given specific websites use, and those with higher
abilities were given the challenge to find useful and reliable websites. I found that by giving the
lower ability students specific websites, they were a lot more focused and knew exactly what to
find. The higher ability students who had to self-direct their learning found the task challenging
personally find it challenging to differentiate learning, believe i need more experience and a
stronger relationship with the students to fully understand their academic needs.
Date: 17/10/2019
were given a scaffold for structuring their writing, however high ability students were given
images to choose from, to base their writing around that. I found this task very successful, and so
did my mentor. As the lesson was not teacher led, it gave the students enough time to focus and
think on their own writing abilities. Students seemed to know what they were doing, and the levels
of differentiation was successfully given to the students based on their needs. Perhaps next time I
can further challenge high ability students by getting them to incorporate literary techniques.

Date: 22/10/2019
My challenge for the next lesson was to now differentiate content. This has been the most trickiest
for me, as it’s not like printing 27 different types of activity sheets. I know I had to figure out a
way to teach students the same content but in a different mode. For this to work, my students had a
class filled with information text, educational videos, interactive maps, and images. Successfully
my lesson addressed a variety of my students learning preferences such as visual, auditory,
linguistic, and interpersonal. My low ability students had appreciated the guided notes and loved
highlighting important information to them. My mentor was content with my lesson delivery today
however, he suggested that I could’ve have prepared more for my gifted and talent student.
Goal 3 Ongoing evaluation and reflection
Providing effective feedback to students on their Date: 28/10/2019
learning During this lesson my main goal was to go around to every student look at their progress and
provide them with feedback. The year 7’s have an assignment to hand in over the next two weeks,
Links to AITSL standard 5.2.1 so I think it's best practice if I were to provide them with the feedback relative to the outcomes of
the assignment. Most students did not want the feedback, I’m not sure if that was due to the fear of
Strategies: showing me their work. However, I did go to every student and managed to check that they were
In order to provide my students with effective on track and that they were understanding the content they’ve been learning over the past few
feedback for their learning, it should be weeks. Some students did tell me how they are feeling with the content learning and how I could
provided in a timely manner. I should be better approach the teaching for their own achievement, which I found successful to my own
sensitive to the individual needs of my students education as a teacher. Their feedback to me was just as vital.
when giving them feedback. I should give
feedback that enables students to have the most Date: 30/10/2019
achievement. My feedback should be given During this lesson, students were given a somewhat replica task of their upcoming assignment,
either verbally, in written form or via other more so to allow students to gain confidence when writing creatively. Differentiation was used to
means. However, largely my feedback should accomodate to the needs of the students, however my focus was on the feedback I had given
focus on praising my students abilities, while students. I knew that certain students who were high achievers could challenge themselves by
showing them how they can still further utilising certain concepts and English methods, so my feedback towards those students were
improve. focused on challenging their current skills. This would get them getting the even higher results.
Towards the end of the lesson, students were each given a marking criteria, and they were to swap
their written work with the person sitting next to them and try to make one another, in accordance
to the criteria. I found this task extremely useful, in not only allowing students to understand the
significance of feedback, but in also advancing their learning, by finding things that they could
have done, or done differently or even by the mere appreciation of their talents. My mentor was
supportive of this and found that students had really gained a lot by giving feedback to each other.

Date: 31/10/2019
During this lesson I had provided students with their past works in my English class with feedback
on every task. This lesson focused on getting students to ask the necessary questions, and focus on
discussion. Ultimately every question was necessary, and every student had taken away something by
the discussion being made. The discussion was focused on where students are, how they can
improve, and where they should aim to be. Students were reflective of this discussion by pinpointing
where they currently stand and how they can improve.
 Case Study Report
Overview of Case Study Participants
Student 1 - Advanced
Jasmine is a year 7, stage 4 student and started off the school year at Bass High. Jasmine is Australian-Lebanese, and speaks Arabic at home and
English at school fluently. Jasmine lives with her parents and she is the eldest of two brothers and a sister. As she is the first in her family to enter high
school, there is a lot of support and pressure from her parents to do well. Jasmine thrives in working independently and in a group setting, she is very
social and has a talent in public speaking. When on the playground, Jasmine is active, playing handball with her friends. Jasmine is helpful to her
friends, she is constantly giving those around her support and advice, this is even reflected in her class work, where she does not shy away from
assigning her friends academically. Jasmine is excellent in following instructions, and is constantly contributing to any class academic discussion. She
is a resilient student, listens attentively when the teacher is speaking, strives on academic challenges, and is constantly seeking new ways for
improvement. Jasmine is able to think creatively and demonstrated an understanding of narrative and descriptive writing. Jasmine’s formal assessment
marks show that Jasmine achieved 27/30 in writing persuasive; 13/15 in comprehension, and; 24/25 in her Speech.

Student 2 - Working at an expected level

Emily is a year 7, stage 4 student and started off the school year at Bass High. Emily is of Australian-Hawaiin-Fiji decent. She speaks Fijian at home,
and fluent English at school. Emily is the youngest of four older brothers. Emily has complained of the immense pressure she receives at home to do
well in school, her parents have told her that she will change schools if her marks do not improve to a higher standard. Emily is constantly contributing
to class discussion and is focused on her learning, however, she can get distracted by her peers. Emily completes all her work, however, she does not
always apply the feedback that she receives from the teacher. Emily has a good sense of humour gets on well with a variety of children in the class and
is a very lively and cheerful pupil. Emily understands how to write both narrative and descriptive pieces, takes pride in her work, and listens attentively
and is able to respond appropriately to what is being said. Emily’s formal assessment marks show that Emily achieved 22/30 in writing persuasive; 9/15
in comprehension, and; 19/25 in her Speech.

Student 3 - Emergent
Obeida is a year 7, stage 4 student and started off the school year at Bass High. Obeida is Australian-Lebanese, and speaks fluent English and little
Arabic. Obeida lives at home with his mother, an older sister and a younger sister. Obeida has stated that his mum is constantly working and does not
have time to help him with his school work. Obeida is a quiet student in class, but does get distracted by others around him. He does not finish the work
required of him in time and needs encouragement to begin any given task. Obeida does have a positive attitude towards his studies in english, however,
he lacks confidence in his own ability to produce quality work. Obeida enjoyed the film study topic and seemed very engaged in his learning, however,
he needs to pay closer attention when given instructions. Obeida was able to complete narrative and descriptive pieces satisfactorily. Obeida’s formal
assessment marks show that Obeida achieved 16/30 in writing persuasive; 7/15 in comprehension, and; 13/25 in his Speech.
Lesson Plan 1: Stage/Class: Stage 4/Year 7

Title: Summary of the text: ‘The Body’ Date:26/09/2019 Time: 2pm

Year & Subject: Year 7 English

Learning Intention: Success Criteria

To summarise a text using I know my intended learning outcomes will be achieved through evidence achieved on the
creative writing, from the handout. However, students would have achieved the full learning intention if they’re able to
perspective of a character write in first person, using a characters perspective, and have an accurate summary in writing
in the novel. that is creative.

Evidence collected: Samples of work

Syllabus outcomes and content/skills
Outcomes Content/skills

EN4-1A responds to and Engage personally with texts:

composes texts for
understanding,
interpretation, critical
analysis, imaginative
expression and pleasure
- explore and appreciate the aesthetic qualities in their own and other texts and the power of language to communicate
information, ideas, feelings and viewpoints
Respond to and compose texts
- respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for
understanding, interpretation, critical analysis, imaginative expression and pleasure
- identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the
strength of an argument or the lyrical power of a poetic rendition (ACELY1719)

Resources:

- Stephen King ‘The Body’ novel x27

- Hand out x27
- Whiteboard, marker
- Find a word x27
Teaching and Learning Activities Stage of
lesson
Welcoming students into class, settling them in 0-5

Discuss what was learn’t in the last lesson, have student summarise where the novel up until where we left off in the 5-10
previous lesson.

Hand out ‘The body’ to students, finish reading the last few chapters. 10-20

Provide a few minutes with the class to discuss the entire novel. Allow students to share their ideas/thoughts/ 20-25
appreciation/queries about what they’ve read.

On the board draw up a table with the following four names at the top: 25-40

Vern Tessio | Chris Chambers | Teddy Duchamp | Gordie Lachance

_________________________________________________________________

As a class, students are to think about and list as many personality traits of each character they can think about.
Students are to identify the characterisation of the character, and list their roles and experiences.

Students to work on the hand out task, that explores and summarises the characters perspective, in their own 40-60
creative words.

Dismiss students 60
Differentiation and Integration:

Students will be given the opportunity to read out loud, and follow along as the teacher reads.
At least three students in the class have low ability, they will be directed to specific chapters when analysing characters.
Students with high ability will be encouraged to use literary techniques in their writing.
Once their worked has been checked, fast finishes will be rewarded with a ‘find a word’.
Assessment Strategies:

Students will be assessed through observations, questions, their ability to contribute and through the hand out.

Lesson Evaluation:

On reflection, I found that students enjoyed the table finding literary technique activity, as each table felt challenged to find the
most techniques. This made the students more attentive to their learning and increased their engagement. There were discussions
among students over wether certain techniques were correct or not, which proved to add to their learning. Most students were
excited about the written “facebook” task, however, a few weren’t too excited about having to spend time writing. Nonetheless,
most students were creative with their responses. Next time I would probably break up the lesson with a bit of a visual activity,
even something as simple as a relative youtube clip, or even a kahoot quiz on the novel. I will need to follow up on the boys sitting
in the back right corner (Ben, Obeida, Godson) they were a bit too chatty, and said they would finish it for homework if they didn’t
finish it during class. I can use this assessment information to improve student learning by implementing some of the modifications
listed.

Pre-lesson Discussion 1
Completed by Teacher Teacher Education Student: Alicia Sukkar
Education Student and Mentor Mentor Teacher/ Observer: Phillip Nimmo
Teacher Date: 26/09/2019
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) Know your students and
how they learn
The year seven class comprises of mostly high ability students, and only a few amongst the class that are low ability. The high
ability students are constantly engaged with the lesson and respond well with the work. Unfortunately, the low ability students
lack effort in engaging with the lesson, as they tend to get distracted by their peers and their mobile devices. Students in this
class enjoy discussion and investigation, they also enjoy regulating their own work and learning.
What is the content or curriculum area you intend to cover? Know the content and how
to teach it
I intend to cover curriculum number: EN4-1A responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure.

And content areas include:

Engage personally with texts:

- explore and appreciate the aesthetic qualities in their own and other texts and the power of language to communicate information,
ideas, feelings and viewpoints

Respond to and compose texts

- respond to and compose imaginative, informative and persuasive texts for different audiences, purposes and contexts for
understanding, interpretation, critical analysis, imaginative expression and pleasure
- identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities, for example the strength of an
argument or the lyrical power of a poetic rendition (ACELY1719)
What is the lesson outcome or learning intention for this lesson? Plan for an implement
effective teaching and
The learning intention for this lesson is to: summarise a text using creative writing, from the perspective of a character in the learning
novel.

What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a
supportive and safe
In my class, students have been given the opportunity to sit where they would like to however, they must wait outside patiently learning environment
in two lines before walking in. Once they walk in, they must take out all their writing materials and be prepared and ready for
the lesson. Students that misbehave will be given a warning. Students that misbehave twice in my lesson will get a will be
automatically moved. Upon the third time of their misbehaviour, students will either be given a ‘D-merit’ or a ‘negative’ on
‘central’. Students will wait until I have dismissed them before they can leave.

Students are encouraged to ask question, and discuss the class content in my lesson. I maintain a safe and supportive lesson,
where every students individual needs are being met to the best of my ability.
How will you differentiate the learning to meet the needs of the three focus students (case study participants)? How will you Know your students and
connect the learning for students? how they learn

In order to differentiate the learning for the students will be given the opportunity to read out loud, and follow along as the
teacher reads. At least three students in the class have low ability, they will be directed to specific chapters when analysing
characters. High ability students will be challenged to find other techniques they have not studied in class. When completing the
writing task, students with high abilities will be encouraged to use the literary techniques they have focused on in class in their
writing to make it as engaging as possible. Lower ability students will be given a starting sentence to assist in their writing. Once
students work has been checked, those that have finished will be rewarded with a ‘find a word’.

Describe the teaching strategies you intend to use to share new information and give students the opportunity to demonstrate Plan for an implement
understanding (e.g. ALARM, group work, project-based learning, etc.) effective teaching and
learning
In order to share new information and give students the opportunity to demonstrate their understanding, I intend to allow group
work when identifying literary techniques and giving students their chance to use their knowledge of the novel into their own
creative writing piece. Also as simple as it sounds, however students are learning through the modelled reading task, as they’re
improving their English reading and comprehension skills .

How will you ensure review of learning occurs? Assess, provide feedback
and report on student
To ensure students are reviewing their learning, feedback would be regularly provided either in spoken or written form. Students learning
will constantly be lead challenging themselves and to seek further improvement. Students will be praised and given other
examples or methods to review their learning. This would be done successfully in the technique finding table, and in the
Facebook writing activity, where students work will be checked over and be provided with feedback.
 Lesson 1 Observation Feedback

Agreed focus area(s)

• Reading and comprehension Teacher Education Student: Alicia Sukkar
• Finding literary techniques Mentor Teacher / Observer: Phill Nimmo

• Creative writing Date: 26/09/2019

What did the Teacher Education Student What did the students say/do? Evidence
say/do? Evidence
- Alicia was well prepared and had a clear vision for how she wanted - Students were attentive to the novel reading and paid close attention to
her lesson to look and her presence within it. the modelled reading.
- Motivation for a class on a Monday morning was good. - Students engaged in a great discussion upon finishing the novel.
- Identified essay/ speech skill and importance to future learning. Students showed appreciation and discussion that was reflective of the
- Strength = good presence and positivity in classroom novel.
- Impact strong sense of purpose - Students were motivated to find techniques and add it into their table.
- Clear + concise lesson plan Each group successfully found examples of the techniques listed.
- Confident delivery of content - Most students completed the writing task, some needed motivation
- Support class throughout lesson more than others, however, many were enjoying the task.
- Addressing unsettles behaviour as lesson progressed
 Post Lesson Discussion 1
Teacher Education Student: Alicia Sukkar

Completed by Teacher Education Student Mentor Teacher Signature: ________________________

Date: 26/09/2019

Piece of Connections Next Steps and

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

Lesson Plan As our course requirement for the English unit is to read the novel ‘The body’ by In the next lesson, we will focus
Stephen King, I commenced the lesson by model reading, as it not only provides an on short answer responses in
Observation Feedback opportunity for me to demonstrate my own enjoyment in reading, but it also allows comprehending the text. Students
students to appreciate and purpose in learning to read, and it relates to Vygotsky’s will also be given the opportunity
Work Sample (1978) Zone of Proximal Development. Students are also supported through modelled to use ICT where a Kahoot quiz
reading in developing their "vocabulary..., syntax, listening comprehension, print will be prepared. This lesson did
engagement” (Hill, 2015, p. 103). This links to Standard 1.2 Understand how students not incorporate numeracy, as a
learn. In continuing with the lesson, students were working collaboratively to find result, the next lesson will have a
literary techniques in the text. This group work activity is beneficial for students as they numeracy element, perhaps
are determined to have “greater knowledge acquisition, retention of material, and getting students to look at the
higher-order problem solving” (Johnson et al., 2014). This links to standard 4.1 Support dates and creating a timeline
student participation. In the final written creative task, not only are students increasing based on the novel.
their skills in writing and communication however Professor Robyn Ewing (2015)
argues that the skills students gain from writing creatively are “critical to students’
social and emotional wellbeing, academic achievement and lifelong learning.” This
links to standard 1.1 Physical, social and intellectual development and characteristics of
students.
Lesson Plan 2: Stage/Class: Stage 4/Year 7

Title: Looking at the narrative structure Date: 17/10/2019 Time: 9AM

Year & Subject: Year 7 English

Learning Success Criteria

Intention:
Student will have achieved my intended learning outcomes through their ability to understand, apply and utilise
To identify the core key learning when looking at narrative structures and its elements. Students need to successfully sequence
the common a narrative and create a piece of work to achieve the learning outcome.
features of a
narrative and Evidence collected: Samples of work
its
metalanguage
Syllabus outcomes and content/skills
Outcomes Content/skills

EN4-3B uses and describes Students:

language forms, features and
structures of texts
appropriate to a range of
purposes, audiences and
contexts
Engage personally with texts
• engage with the language and structures of texts in meaningful, contextualised and authentic
ways
• identify, discuss and reflect on the ideas and information in a range of texts
Develop and apply contextual knowledge
• recognise and use appropriate metalanguage in discussing a range of language forms, features and
structures
Resources:
- Think, pair, share envelopes x15
- Hand out x27
- Whiteboard, marker
Teaching and Learning Activities Stage of
lesson
Welcoming students into class, settling them in 0-5
Teacher to select and partner students in pairs (one group of 3). Hand out: think, pair, share envelopes. Students to 5-10
number and place the events of the story in their correct order. Teacher to go around and give students support/
feedback
10-20
Teacher led instruction on the conventional: Orientation, complication, resolution (video included) https://
www.youtube.com/watch?v=C7D8yDB7Tlk 20-35
Teacher led instruction on the use of First person story telling. Followed by activity where students are to rewrite a
quote into first person narrative.

This then repeated for second person and third person narrative.
35-60
Students to use the information they have learned today to begin a creative writing piece on the scaffold provided.
60
Dismiss students
Differentiation and Integration:
During this lesson differentiation of learning is consistently present.The first task has been prepared to strictly differentiate for
students learning. Students will be selected in pairs by the teacher, and the teacher will match students with those who are
performing at the same level as them (i.e. a high performing student will be partnered with another high performing student). This
task has been organised this was so that: the class does not have the same narrative text; students can work in pairs and share
their ideas; high performing students can be challenged; low-performing students can have a task relative to their skills set, as well
as mid-ranging performing students, and; every students will be provided with an opportunity for growth. Differentiation is also
present during the rewriting the quote activity, as there will be three seperate quotes presented, and students will only have to
pick one to change. Finally, differentiation is used in the final creative writing scaffold. Students can use this scaffold to assist in
writing their narrative, in order to focus on the structure of it, or they have the opportunity of writing a narrative without the
scaffold.
Assessment Strategies:

Students will be assessed through observations, the completion of the sequencing the narrative, rewording the quotes into its
appropriate ‘person’, questioning, their ability to contribute and through the hand out.

Lesson Evaluation:
Students had engaged positively with the think, pair, share activity. They were a bit hesitant to work with someone they hadn’t
always worked with in the past, but naturally they became use to their environment and went a long with the work, with a little
encouragement. Students liked that they could pick which quote they get to change, as it gave them their own autonomy for their
learning. This theme of ‘autonomy’ had also really stuck out during the lesson, as students also felt autonomous and independent in
their learning when they were writing their narrative. Overall, I did not get my timing right in this lesson, as students did not have
enough time to complete their narratives during the lesson. However, as the next English lesson was not until the following week,
students were instructed to spend time during their weekend to finish writing their narratives.

Pre-lesson Discussion 2
Teacher Education Student: Alicia Sukkar
Completed by Teacher Education Mentor Teacher/ Observer: Phillip Nimmo
Student and Mentor Teacher
Date: 17/10/2019

Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in respect to the implementation of Lesson One. Know your students and how
they learn
In respect to the implementation of lesson one, year 7B have become confident, humorous, engaging and articulate
students. Their personalities have come to light over the past few lesson, and I have observed that they are less hesitant to
have me as their teacher. As a result of this, students are now confident to show me their work and are not dismayed by
feedback they receive. Students have approached me outside of our normal English class hours to seek assistance in their
work. Students are not hesitant to seek if they’re on the right track, also, the discussion in the classroom has become more
lively and academically orientated.
What is the content or curriculum area you intend to cover? Know the content and how to
teach it
I intend to cover curriculum number: EN4-3B uses and describes language forms, features and structures of texts
appropriate to a range of purposes, audiences and contexts

Content areas include:

Students:
Engage personally with texts
• engage with the language and structures of texts in meaningful, contextualised and authentic ways
• identify, discuss and reflect on the ideas and information in a range of texts

Develop and apply contextual knowledge

• recognise and use appropriate metalanguage in discussing a range of language forms, features and structures
What is the lesson outcome or learning intention for this lesson? Plan for an implement effective
teaching and learning
The learning intention is To identify the common features of a narrative and its metalanguage

What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a
supportive and safe learning
In my class, students have been given the opportunity to sit where they would like to however, they must wait outside environment
patiently in two lines before walking in. Once they walk in, they must take out all their writing materials and be prepared
and ready for the lesson. Students that misbehave will be given a warning. Students that misbehave twice in my lesson will
get a will be automatically moved. Upon the third time of their misbehaviour, students will either be given a ‘D-merit’ or a
‘negative’ on ‘central’. Students will wait until I have dismissed them before they can leave.

Students are encouraged to ask question, and discuss the class content in my lesson. I maintain a safe and supportive
lesson, where every students individual needs are being met to the best of my ability.
How will you differentiate the learning to meet the needs of the three focus students (case study participants)? How will Know your students and how
you connect the learning for students? they learn

During this lesson, the three focus students will be given the chance to work with someone of a similar ability to themselves
during the think, pair, share activity. Here students can use this as an opportunity to share their ideas and knowledge, can
challenge their own learning, and complete a task successfully that is relative to their skill set. Mid ability and low ability
students can further challenge their skills by taking on one of the more difficult narratives. Differentiation is also present
during the rewriting the quote activity, as there will be three seperate quotes presented, and students will only have to
pick one to change. Finally, differentiation is used in the final creative writing scaffold. Students can use this scaffold to
assist in writing their narrative, in order to focus on the structure of it, or they have the opportunity of writing a narrative
without the scaffold. The narrative task can be further differentiated, by either providing sentence starters for the
students, or getting them to make sure a certain sentence, symbol, key or image is used in the text.

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

In order to share new information and give students the opportunity to demonstrate their understanding, I intend to allow
students to work in pairs during the think, pair, share activity. This task will be an opportunity for students to share new
information as it will encourage active learning and allow them to develop their key critical-thinking and communication
skills. The teacher-led instructions is also a very effective method of providing new information, here the students can fully
absorb the instructions and the information being provided at the front of the class. This is further enforced through the
visual clip, which targets our visual learners. Finally students are sharing new information within themselves when it comes
to writing their own narrative piece. Students can refer to the environment around them for learning and inspiration to
write in narrative form.

How will you ensure review of learning occurs? Assess, provide feedback and
report on student learning
To ensure students are reviewing their learning, feedback would be regularly provided either in spoken or written form.
Students will constantly be lead challenging themselves and to seek further improvement. Students will be praised and
given other examples or methods to review their learning. This would be done successfully in the think, pair, share activity;
the changing of writing in the different ‘persons’ and the narrative writing task. Every student will have their work checked
over and be provided with feedback in a timely manner.
 Lesson 2 Observation Feedback
Agreed focus area(s)
• Organising narratives
• Converting texts into first, second and third person
• Creating a narrative text
What did the Teacher Education Student say/do? Evidence
- Great learning environment for first period.
- Students have personal choice over their learning
- Excellent lesson structure and clear links between text and their
narrative structure at play
- Great class discussion facilitated higher order thinking
- Flow on from previous lesson
- Classroom management improving with greater rapport with students.
- Great one on one with high needs students - maximising resources
Teacher Education Student: Alicia Sukkar
Mentor Teacher / Observer: Phillip Nimmo
Date: 17/10/2019
What did the students say/do? Evidence
- Students were active and engaged in their think, pair, share task. Every
student completed the ordering of their narrative.
- Students seemed approval from teacher if their work was correct.
- Students were pro-active in picking the quote they wished to changed,
and felt academically challenged to do their best work when using that
quote and changing it to its appropriate ‘person’.
- Some students were not so thrilled with the narrative writing task,
however, students commenced their writing with encouragement and
motivation from the teacher
- Students seemed assistance and feedback from teacher when necessary
 Post Lesson Discussion 2
Teacher Education Student: Alicia Sukkar

Completed by Teacher Education Student Mentor Teacher Signature: _______________________________

Date: 17/10/2019

Piece of Evidence Connections Next Steps and Suggested

(Graduate Teaching Standards; Best Practice; Research Based Methodologies) Strategies
Lesson Plan The implementation of the think, pair, share activity through its means of differentiation The next lesson will begin with
in the lesson promotes critical thinking, and increase personal communication and collecting students narrative
Observation Feedback success for every student. Pressley (1992) found that giving the students the opportunity writing task and having a
to talk in a linguistically rich environment enhances their ability to extend on ideas discussion about that task. This
Work Sample through communication. In starring ideas Cobb (et al., 1991) argues that students take lesson will be focused on other
ownership of their own learning and seek meaning from it. This links to standard 1.5 narrative features such as:
Differentiate teaching to meet the specific learning needs of students across the full dialogue, descriptive language,
range of abilities and standard 3.5 Use effective classroom communication. literary techniques,
The narrative writing task fosters students creativity, expands their vision and assists characterisation, setting, past/
them in developing a better understanding of language. Ultimately, Narrative is present tense, and the use of
fundamental to students thinking and engages them with the human experience and new simple, compound and complex
ideas (NESA, 2016). It is for this reason that I found it necessary to allow students to sentences.
start the process of their narrative writing, and more so to become comfortable to I need to time manage my lesson
writing narratives, as it will benefit them for their entire schooling. In this activity more effectively, so as to not feel
students were guided in their writing with a scaffold, and guided instructions to ensure rushed.
the task could be completed successfully. This links to standard 1.3.1 Demonstrate
knowledge of teaching strategies that are responsive to the learning strengths and needs
of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Lesson Plan 3: Stage/Class: Stage 4/Year 7

Title: Looking at the conventions of genre: horror Date:30/10/2019 Time: 12:40pm

Year & Subject: Year 7 English

Learning Success Criteria

Intention:
I will know my intended learning outcomes have been achieved when students are able to provide a
To identify the substantial brainstorm of the conventions they viewed in the film. In addition to this, students ability to write
conventions of a creative alternate ending with the use of various language devices and the implementation of the
horror used in
conventions of horror into their written work, will also provide for me an indication that the students have
a film, and
think creatively met the success criteria.
to form an
alternate Evidence collected: Samples of work, Photograph of Brainstorm on the board.
ending.

Syllabus outcomes and content/skills

Outcomes Content/skills

EN4-5C thinks imaginatively, Understand and apply knowledge of language forms and features
creatively, interpretively and - understand and use conventions of storytelling in a range of modes and media, eg digital
critically about information, storytelling
ideas and arguments to
respond to and compose texts Respond to and compose texts
- compose texts using alternative, creative and imaginative ways of expressing ideas, recognising,
valuing and celebrating originality and inventiveness
- compose a range of visual and multimodal texts using a variety of visual conventions, including
composition, vectors, framing and reading pathway
Resources:

- Laptops x27
- Hand out x27
- Whiteboard, marker
Teaching and Learning Activities Stage of lesson

Welcoming in students into class, settling them in 0-5

Students are to reflect on their viewing of the film ‘Coraline’ from the previous lesson, and create a mind 5-15
map by brainstorming the different conventions of horror they viewed as present in the film. Students can
work in pairs for this activity. This task can be completed on the school laptops using the website: bubbl.us
Students to then write some of their responses on the white board. Teacher to go through their responses.

Students to sign into Kahoot, and class is to utilise the competitive quiz for their learning of literary 15-25
techniques and narrative conventions.

Hand out the “Changing the ending” worksheet. Students to use the language devices, narrative structure 25-55
and conventions of horror to write a changed ending for the film Coraline. Alternatively, students can create
a comic strip to change their ending.

55-60
Dismiss students
Differentiation and Integration:

In this lesson, I will cater for the individuals by giving them the choice to use an electrical device for their brainstorming activity.
Here, students can strengthen their skills in ICT and explore the different features to presenting their work. Students do have the
option to use their writing book if they insist. Students also have the opportunity to work in pairs. The anonymous use of Kahoot,
also caters to the individual learners as they are able to show their learning and understanding of the content, and allow
themselves to be self-reflective of what they know and do not know. The alternate ending activity also caters to my different
learners as student are given the option to create a ‘visual’ alternate ending, where they can create a comic strip to tell their
story.
Assessment Strategies:

Students will be assessed through observations, questions, their ability to contribute, the Kahoot quiz, the brainstorming responses
and through the hand out.

Lesson Evaluation:

This lesson was a big success, the students loved that they had the option to use their laptops to create a mindmap. Every student
felt empowered in their learning where they had the opportunity to be as creative as they wanted with their mindmap, and pushed
them to think of more conventions in the film. The students were very excited to play kahoot, behaviour did get a bit out of hand
at this point, there was a lot of chatting and silly usernames, I had take a quick approach at dealing with this behaviour and
reminding students of the consequences if they continue to misbehave. The end result of the kahoot quiz was successful, as all
students except for one, were able to get a high percentage of the questions correct. The one student who was not able to have all
questions correct was eventually spoken to, and was asked the following questions: ‘What do you think we need to do to help you
increase your learning?’ ‘What strategies would be more effective for your learning?’. Students enjoyed the alternate ending task,
they also liked that they had the opportunity to create a comic strip as their response.

Pre-lesson Discussion 3
Completed by Teacher Teacher Education Student: Alicia Sukkar
Education Student and Mentor Mentor Teacher/ Observer: Phillip Nimmo
Teacher Date: 30/10/2019
Discussion Standard
Describe the class (ability levels, engagement, interests, etc.) in relation to implementation of Lesson One and Lesson Know your students and how they
Two. learn

Rapport with the class over the past few weeks has largely increased, as well as students interest in the learning. In
relation to the previous two lesson plans, students are a lot more receptive to my continuous verbal feedback and
collection of work for written feedback. The organisation of the classroom is clearly more defined now, and my
confidence has increased in my ability to use the resources in the classroom.Effective questioning is now more
commonly driven by the students. I feel a lot more confined in catering to the range of students needs, as I know and
I am more confident to attend to those students who I feel need more assistance, and I have become more standing at
challenging the high abilities students. Student literacy skills and their written voice has definitely developed since
the last two lesson plans, and students are becoming increasingly confident in sharing their work to their peers for
feedback and discussing concepts and ideas amongst the class.

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

I intend to cover curriculum number: EN4-5C thinks imaginatively, creatively, interpretively and critically about
information, ideas and arguments to respond to and compose texts

Content areas include:

Understand and apply knowledge of language forms and features
- understand and use conventions of storytelling in a range of modes and media, eg digital storytelling
Respond to and compose texts
- compose texts using alternative, creative and imaginative ways of expressing ideas, recognising, valuing and
celebrating originality and inventiveness
- compose a range of visual and multimodal texts using a variety of visual conventions, including composition,
vectors, framing and reading pathway

What is the lesson outcome or learning intention for this lesson? Plan for an implement effective
teaching and learning
To identify the conventions of horror used in a film, and think creatively to form an alternate ending.
What classroom routines will you use to encourage engagement and manage behaviour? Create and maintain a supportive and
safe learning environment
In my class, students have been given the opportunity to sit where they would like to however, they must wait outside
patiently in two lines before walking in. Once they walk in, they must take out all their writing materials and be
prepared and ready for the lesson. Students that misbehave will be given a warning. Students that misbehave twice in
my lesson will get a will be automatically moved. Upon the third time of their misbehaviour, students will either be
given a ‘D-merit’ or a ‘negative’ on ‘central’. Students will wait until I have dismissed them before they can leave.

Students are encouraged to ask question, and discuss the class content in my lesson. I maintain a safe and supportive
lesson, where every students individual needs are being met to the best of my ability.

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

To meet the needs of the three focus student, each student will be approached by me where I will be providing them
with questions about the film they viewed, and challenging their knowledge my referring to specific scenes where the
conventions of horror was clearly utilised. I will model a brainstorm for Obeida and provide him with a few starting
conventions; Emily will be directed to a few specific scenes, where she can then think and explore that scene and
think back to some of the conventions she Ould have noticed. To differentiate for Jasmine, I will discuss with her the
use of film techniques in the film that would have outlined key conventions. In the final task, students are given the
choice of how they would like to present their alternate ending, this choice is a key link to differentiation. However,
students like Jasmine and Emily will be expected to use varying language techniques, or visual techniques in their
presentation. Students like Jasmine will be encouraged to use more dialogue and terminology that is appropriate to
the conventions of horror.

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

To share new information I intend to use the following teaching strategies: think, pair, share in brainstorming;
discussions about certain answers or response after every question in the Kahoot quiz, referring students to various
literary/ visual techniques when presenting their alternate ending. These strategies to teach new information also
enable students to demonstrate their understanding, which can be displayed physically through all three activity
tasks.
How will you ensure review of learning occurs? Assess, provide feedback and report
on student learning
To ensure students are reviewing their learning, feedback would be regularly provided either in spoken or written
form. Students will constantly be lead challenging themselves and to seek further improvement. Students will be
praised and given other examples or methods to review their learning. This would be done successfully in the
brainstorming activity, students reflecting on what they know and do not know based on their responses in the Kahoot
quiz, and finally in the alternate ending activity. Every student will have their work checked over and be provided
with feedback in a timely manner.

Lesson 3 Observation Feedback

Agreed focus area(s) Teacher Education Student: Alicia Sukkar
• Brainstorming conventions Mentor Teacher / Observer: Phillip Nimmo
• Questioning (kahoot) on their content knowledge
Date: 30/10/2019
• Creative alternate ending

What did the Teacher Education Student say/do? What did the students say/do? Evidence
Evidence
- Excellent use of ICT for brainstorming activity
- Lots of discussion about films - conventions, value and appreciation
- Alicia has developed excellent rapport with her students
- Her initiation tasks to learning are engaging and fun
- Kahoot quiz - excellent lesson progression
- Students used appropriate terminology
- Students were creative in design in their mind map on their laptops
- Great discussion about conventions used in the film
- Entire class participated in kahoot quiz, with every student eager to
receive a high score
- Students displayed excellent written and visual responses when
creating an alternate ending.
- Excellent use of language devices in the written works
 Post Lesson Discussion 3
Teacher Education Student: Alicia Sukkar

Completed by Teacher Education Student Mentor Teacher Signature: _______________________________

Date: 30/10/2019

Piece of Connections Next Steps and

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

Lesson Plan The use of brainstorming in this lesson is a strategy that enables students produce In the next lesson we will begin
creativity, generate ideas and stretch their thinking skills. This task encourages students our focus on film techniques.
Observation Feedback individual viewpoint, and sets a learning baseline. The use of a mind map enables Here we will focus on different
meaningful learning as it makes “learning visible: The role of concept mapping in camera shots and angles, and
Work Sample higher education.” (Hay, et al., 2008). Research has also found that utilising mind maps what impact they have to an
in students learning boost their retention by 10-15% (Farrand et a., 2002). This links to audience. This lesson will be
standard 2.2 Content selection and organisation. largely teacher-led, however
The use of kahoot in the lesson is also an effective learning strategy as it boost student students will also begin the
engagement and can be used as a review for formative assessment. It is also accessible opportunity to design posters that
through the a Digital device, which allows an effective catering to the varying needs of display the different film
students and demonstrating what they know. Kahoot’s use as an ICT tool and its ability techniques.
to form formative assessment data links to standard 4.5 Use ICT safely, responsibly and
ethically and 5.4 Interpret student data.

Completed by Teacher
Education Student
Case Study Participants (Focus students)
Summary of Impact
Teacher Education Student: Alicia Sukkar
Mentor Teacher/ Observer: Phillip Nimo
Date: 31/10/2019

Obeida (emergent), Emily (standard), Jasmine (advanced)

Discussion Link to Graduate

Teacher Standards
Provide a summary of impact on the learning of the three Case Study Participants

Throughout the course of my teaching practical experience at Bass High school, I have become a witness to the increasing
ability and skills in all my students study of English. All students have become more confident and articulate learners and Standard 1: Know students and
have shown a great understanding to the concepts, notions and topics addressed in their English studies. I have also how they learn (Standards
observed that my students have increased their understanding of new information and ideas into their existing knowledge 1.1.1, 1.2.1, 1.5.1)
framework. The students have analysed texts successfully and responded to and composed new information and ideas for
particular purposes.

Obeida (emergent student) needed constant encouragement by me to get on with his work, I found my self having more
one on one times with Obeid’a where we would discuss how we would improve his work. Obeida needed scaffolding and
starter points to commence his work. Obeida is also very responsive to visual learning, so he would flourish during tasks
and would not require that much assistance when given an opportunity to learn using visual conventions. Obeida worked
closely with me during the facebook summary creative task, he did not know really how to start, as a result I assisted him
by helping him pick out some of the characteristics of a certain character, and to talk about their experience. Obeida had
to timeline the events of the character in his head before he was able to them transfer that information onto paper and
write it from the characters perspective. Obeida struggled in understanding how to write from a persons perspective, so
we had to go back and look again at the character and place ourselves into the characters shoes.
In the second lesson, the narrative writing task, Obeida felt confident that he knew the structure of a narrative, and what
information would be present within it, however, Obeida struggled in the commencement of his writing. Obeida needed a Standard 2: Know the content
more structured framework of what to write, as a result, I had to make his options of what to write about smaller, so we
focused on a specific genre, to set the theme, then we moved on to a certain location and complication of that story. From and how to teach it (Standards
there I was able to provide Obeida with a starter sentence. He was able to complete his work from there. I found that 2.1.1, 2.3.1, 2.5.1)
Obeida needed improvement in his use of language, specifically he needed to implement descriptive language and writing
shorter sentences. Obeida had very high interest levels in the viewing of the film ‘Coraline’ that by the third lesson, when
students were instructed to change the ending, Obeida was confident in the story he wanted to present. Obeida had Standard 3: Plan and
initially wanted to create a visual story telling strip, however I encouraged him to write the story instead, so that he can implement effective teaching
use this task to improve on his writing skills, his sentence structure and his use of language devices in writing. Obeida did and learning (Standards 3.1.1,
not hesitate, and did not need assistance in scaffolding, however Obeida kept showing me his work to make sure that he 3.2.1, 3.6.1)
was on the right track, and that he was using approbate language device. Overall, Obeida’s skills and development in his
studies of English and writing have drastically increased over the past few weeks. He is a confident writer and can think
creatively and interpretively.

Emily (working at level learner) has shown an increase to her writing and creative thinking skills over the course of my
teaching at Bass high. In the first lesson, Emily knew what she was doing and was confident in her ability to write from a
characters perspective, Emily did not seem to struggle during the task, however she saw it as a challenge to increasing her
learning and her ability to write. My main concern with Emily during this task was her summarisation of the events in the
novel into three key days. Other than that, Emily displayed excellent work at a standard level and had excellent use of
language devices such as onomatopoeia. In the second lesson Emily was confident to commence her narrative writing task,
however she requested that she could based her story on an image, or surround a certain quote, so as to narrow the lens
or her writing. Emily did a sound job in this task, however she needs to improve on her use of metalanguage when writing,
since Emily was given an image to base her narrative around, she did not use language that was appropriate to that
convention for the narrative. In response to this, I worked closely to Emily in increasing her use of language devices in
writing, we looked at the implementation and benefits of metaphor and personification in writing, as it increases the
audiences engagement. We also created a word bank relative to the study of Horror. In the third lesson Emily worked
independently on the task to change the ending of the film. Emily was able to use the word bank of horror terms and
phrases into their writing. She was also successfully able to use a few metaphors in the writing as well, however she needs
to develop her confidence to use those language devices and other more frequently and qualitatively.

Jasmine (advanced learner) has spent the last few weeks at excelling and advancing her already gifted skills. Jasmine is
not one to shy away from a challenge, so when the first lesson came into effect, Jasmine jumped straight into analysing a
character and creating a draft for her writing. Her ability to write from a characters perspective was done in a
sophisticated manner. During this lesson, my focus with Jasmine was on her ability to use language devices to create
effective writing. In the second lesson, Jasmine did not so much need the scaffold, however she still used it for her own
learning and correction making. Jasmine was encouraged to use dialogue in this task and focus on the characterisation of
her characters in her narrative. In the third lesson, Jasmine used higher order thinking to create an exceptional alternate
ending to the story Coraline, she used all the feedback and methods for improvement given to her throughout the past few
weeks in order to present a piece of writing that she was truly proud of.
Write a critical reflection on your own classroom teaching practice in terms of the teaching cycle of planning, teaching and
assessing, reflecting on feedback/observation/ student data.

By following the teacher learning cycle (assessing, planning, programming, implementing and evaluating), it was important
that I took into account the individual needs of my students, and a diagnostic assessment on ‘where they were, where they Standard 4: Create and
are, how will I get them there and where do I want them to be.’ My focus on assessment enabled me to establish
appropriate starting points for the students learning, it also assisted me in identifying specific areas of instructional needs maintain supportive and safe
and priorities for the different students in my class. By gathering students past assessment result, I was able to make a learning environments
sound indication of students level of understanding, knowledge and skill development. Moving on, I took the two school (Standards 4.1.1, 4.2.1)
week holiday to create a unit of work for the strait of the new topic, with the assistance of my mentor. When planning, I
focused on what evidence of learning is required, how it will be then be gathered, how will students demonstrate specific
outcomes, how will feedback be provided and will I have enough evidence to show the progress of students learning. When Standard 5: Assess, provide
programming my goal was to integrate content from English learnt throughout their schooling life at a stage 4 level, and feedback and report on student
selecting the appropriate outcomes to be taught. Through discussion with my mentor and through research on the range of
learning activities that will cater to the needs of individual learners, I was able to offer my students a learning experience learning (Standards: 5.2.1,
that was more meaningful and provided them with a greater scope and understanding of certain concepts and topics in 5.3.1, 5.4.1)
English (Booker et al., 2014). During the implementation process of the program it made me reflective of the certain
decision I made regarding certain teaching strategies or procedures and the use of resources. There is plenty I could have
changed, and many more engaging strategies I could have used to better teach my students. However, during the Standard 6: Engage in
implementation of my program I was able to support students during practice to ensure that they are continuously professional learning
developing their knowledge and skills in English. This was done through guiding students by giving them examples and
scaffolds, monitoring responses, questioning students at different levels, and ensuring active involvement of all students. (Standards 6.2.1, 6.3.1)
Overall, my ability to evaluate was an effective practice that I was able to implement in my teaching practice. I made my
evaluation even on the spot of teaching, where sometimes I knew certain teaching strategies were not working so I had Standard 7: Engage
vary my instructional approach. In some lessons, certain resources were not available asa result I had to think of other
ways to deliver my teaching. I would also review my previous taught material and see how well students responded to thatprofessionally with colleagues,
and if I should implant those in my future lessons. parents/carers and the
community (Standards 7.1.1,
Reflecting on my ability to provide effective feedback to students, I am well content with how I went as I believe all
students took something from what I had to offer to them. My feedback was provided frequently and in a timely manner, I 7.2.1)
would immediately correct any error I saw, and instruct student on how to improve on it, and I would provide students the
opportunity to reflect on their own improvements. My feedback was also given in a way that would link prior or future
learning. I would also praise students consistently for all their hard work and effort, because they definitely deserved it.
From your critical reflection, what future professional learning would you undertake to improve your teaching practice.

During this professional teaching block, I have learned a great deal of the methods and strategies of teaching that is
required for an outstanding graduate. My overall goal of this block was to address almost every standard that is presented
by AITSL. In many ways, both with evidence and without evidence, I believe I have done exactly that. Nevertheless, I
believe there is still room for future professional learning to increase my teaching practice, and for me I believe that I
need to improve on my ability to differentiate. While differentiation was part of my main goal, I feel as though I needed
more long term differentiation methods rather than the short and in class strategies. While moving through the teaching
cycle I felt as though I did not take every opportunity to differentiate, I focused on differentiation more when it came to
the individual lesson plans, however, by focusing on differentiation from the planning and programming phase, I could have
created a wider and more prominent environment of differentiated learning that flows on from lesson to lesson. It is
without a doubt that through out my future years and experiences to come with teaching, I will be able to deliver a
differentiated lesson more effectively.
Supporting
Appendices
Appendix 1 Caregivers’ consent forms
Emily Work Sample
Yasmine Work
Sample
Obeida Work Sample
Yasmine Work
Sample
Page 1
Yasmine Work
Sample
Page 2
Emily Work Sample
Page 1
Emily Work Sample
Page 2
Obeida Work Sample
First Page
Obeida Work Sample
Second Page
Obeida Work Sample
Yasmine Work
Sample
Emily Work Sample