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Assessment 1
Identifying teaching context and learners needs
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EDUC 4205 Curriculum Development in TESOL
Assignment 1: Essay 45% Due: 8th April
Name: Amber Archdale Grade: D 80%
Key Assignment criteria and Performance on components
weighting F P C D HD
Identifying the context of learning x
and teaching, and the learners
needs. Indicate your sources of
information, e.g. textbook
introduction, student records,
discussions with staff, curriculum
documents, and observations.
15%
Specifying the objectives the unit x-
of work and justifying each
objective.
25%
Presenting an overview of the unit x-
of work and justifying each
learning activity in terms of your
objectives, the institutional context
and the TESOL literature.
40%
Providing a rationale for the x
overall approach(es) and
methodology that underlie the unit
of work, drawing on the course
materials and your own
experience, observation and
reading.
20%
Summary comment
The assignment demonstrates a very good understanding of key concepts and issues
concerning planning a unit of work for an intended TESOL setting in an Australian
school. See the comments inserted in the assignment for more information.
Context
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
The context upon which this unit is designed around is based on the observation
students with a language background other than English. The school has an
ICSEA1 value of 927 (MySchool 2015), which is significantly below average and
for those students for whom it applies. There is a consistent classroom used for
One observation of the teachers expectations (in all subjects I observed and
taught), was that they were consistently low. In the lessons I observed, it was
made clear that the written language level of the class was between level 10 and
level 12, varying across the class (DECD 2012). All year 8 to 12 students at
Paralowie School were given a laptop for educational purposes and are expected
to bring them to school each day and use them for homework.
Learners needs
At SACE2 stage 1 (Year 11) level, students are expected to have a higher English
competency level than level 12 (which equates to a year 8 literacy level). This is
language and how it works, as well as the ability to critically analyse texts;
this level by the time they begin stage 1, it is necessary to teach with these
performance standards in mind, setting challenges while still allowing for the
taught should also reflect societys demands that is, teaching language in
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
conjunction with current culture, providing students with a greater understanding
of their community outside of the classroom and teaching them how to navigate
Objective 1: Students will discuss and analyse the ethics of persuasion and
convincing argument.
texts considering the point of view of the protagonist and the antagonist and
Students must convincingly argue for either the affirmative or negative position
Justification:
While there are many ACARA content requirements that apply to this unit, there
are eight that apply directly to these learning objectives and a further four
coincide with additional content taught within the unit. These requirements are
outlined in Table 1.1(ACARA 2015). Italicised requirements are those which relate
The year 10 achievement standards for English also mandates that students
read (for enjoyment and academic purposes) texts which explore themes of
ethical and global dilemmas within real-world and fictional settings and
also dictate that students interpret, create, evaluate, discuss and perform
texts designed to inform and persuade. This unit addresses twelve out of the
standards above.
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
In addition, these learning objectives are informed by western cultures and
adhere to the values that are widely held by society within western, English
2007) this unit also addresses the values and ethics of Australian and other
Western culture. Thus, the incorporation of both language and culture are
inherent within this unit. With the inclusion of public speaking, students become
the opportunity to enhance their vocal and non-verbal communicative skills, with
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Amber Archdale ID: 110093159 Curriculum Development in
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Assessment 1
audiences (ACELA1571)
Compare the purposes, Identify, explain and
text structures and discuss how narrative
language features of viewpoint, structure,
traditional and characterisation and
contemporary texts in devices including
different media analogy and satire shape
(ACELA1566) different interpretations
and responses to a text
(ACELT1642)
Understand how
language use can have
inclusive and exclusive
social effects, and can
empower or disempower
people (ACELA1564)
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
Unit outline
Table 1.2
Week Activity ACARA Language features learned
requireme
nt (Year
10
standard)
1 Teacher: Convince class of a (ACELT1812 Comparative connectives to contrast opposing
Intro plausible untruth using all ) POV in visual text. Also use additive
language features of (ACELT1642 connectives to add an idea/some can also be
persuasive communication ) used as comparatives.
including verbal and non-verbal (ACELA156
cues. 6) ARTEFACTS PRODUCED:
Class Activity: 2 truths 1 lie (ACELA157 TEACHER AND STUDENTS: Class mind map of
game -also get to know you 2) ethical considerations of persuasion and
tool (ACELA156 persuasive communication.
Small Groups: how do we 4) Digital copy to be produced by teacher and given
recognise a lie? What are the (ACELA156 to students as a handout.
consequences of lying? How 5)
do you feel if you find out (ACELT1774
you have been lied to? )
What happens when we are
persuaded to do something AIMS FOR
we do not want to do? THE WEEK
How do you feel, before,
during, after? Western
Group activity: Ethics views of
surrounding persuasion when persuasion
is it ok? When is it not ok? moral
Analyse a piece of text dilemmas.
involving persuasive language Cross
and look at it from another cultural
perspective (eg Pirates of the examinatio
Caribbean who are the good n, where
guys? why? What happens appropriate
when we look at the situation differing
from the POV of the views on
antagonists?) morality
and ethics.
2 Class activity: analysis of a (ACELY1750 Ethical language what makes x person sound
Persuas text (language features, ) fair, right/wrong, moral/just?
ive emphasis, point of view, ethical (ACELA156 Emphatic language, hyperbole and
writing considerations, why are WE 6) exaggeration.
convinced? Etc.) (ACELA156 Voice formal vs non formal.
Group activity: students find 9) Tense
and discuss at least one (ACELA156 Nominalisation.
instance in their personal 5)
reading where persuasion was (ACELA157 ARTEFACTS PRODUCED:
used. 1) TEACHER AND STUDENTS: Class text analysis
CLASS ACTIVITY AS A RESULT (ACELT1774 digital annotation. Document to be given to
OF ABOVE: ) students for reference.
Mind map of variations in (ACELT1642 Mind map of variations in persuasion
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
persuasion context, morality, )
severity/persuasiveness, result STUDENTS: Either worksheet to be completed by
(positive/negative, for whom?) students, marked and handed back by teacher
OR Socorative (http://www.socrative.com/) quiz
Individual task: analysis of a to be done on laptops/smartphone/tablet for
text worksheet or Socorative teacher reference Assessment for Learning
quiz. Student formative
assessment and assessment
for learning what
have/havent the students
understood, revise plan for
future weeks
3 Class activity: Watch /go to a (ACELT1640 Ethical language what makes x person sound
Persuas debate (Q&A?) on a relevant ) fair, right/wrong, moral/just?
ive social/political topic. (ACELA156 Emphatic language, hyperbole and
rebutta Small groups: analyse 6) exaggeration.
l language features, vocal cues, (ACELA157 Voice formal vs non formal.
non-verbal cues, fact check, 2) Tense
rebuttal 1 per group, forms 1 (ACELA156 Figurative, metaphorical and simile
large class analysis 4) Contrasting views displayed negatively
Individual task: Rebuttal (ACELA156 antithesis point of view
convince me of the opposite of 9) Structure of Persuasive Essay
what the sheet says by using (ACELA156
effective rebuttal. (persuasive 5) ARTEFACTS PRODUCED:
text essay, summative (ACELA157
assessment, 200-500 words 1) TEACHER AND STUDENTS: Whole class analysis of
max) (ACELT1644 a text to be compiled and handed back to
) students as a handout.
(ACELT1774
) STUDENT: Summative student assessment:
(ACELT1812 rebuttal persuasive essay, 200-500 words, 1 per
) student.
(ACELY1750
)
4, 5 Class debate public forum. (ACELT1640 Incorporating all of the language features learned
Debatin Either teams present in front of ) into comprehensive and informed debates.
g class or in front of assembly, at (ACELA157
staff meeting, etc. (depending 2) ARTEFACTS PRODUCED:
on topic) (ACELA156 STUDENTS: Journal/folio of research for debate.
Summative assessment 4) Summaries of arguments to be explored by each
group debates presented in (ACELA156 team. (Allowing both affirmative and negative
front of class/assembly using 5) sides to combat each others arguments fairly
researched arguments. (ACELA157 and with fact-based arguments)
1)
(ACELT1644 TEACHER: Video of debates, proof of summative
) assessments.
(ACELT1812
)
(ACELY1750
)
Justification of learning activities
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
Within the first week of this unit, strategies suggested by Curwin and Mendler (as
cited by (Charles 1999)) are implemented; making learning more attractive and
providing the scaffolding for student success through grounding the topic in first-
hand experience. Students will not be expected to reflect into their personal lives
to think of instances they have been convinced of/to do something they did not
concept of persuasion and deception (and the fine line between them, as evident
in the teachers introduction to the topic) in relation to the ethical and moral
considerations on the part of both the persuader and the persuaded. The whole
class discussion about persuasion, deception and the consequences for all
parties involved will allow the teacher to gain insight into their cultural
perceptions of these issues. A whole class discussion also scaffolds the next
discussing their question with the rest of the class. These activities are the
scaffolding for the activities of week two, ensuring the students have a sound
The first activity of the second week of this unit is the major scaffolding activity
of the unit. In this activity, the whole class is involved in the analysis of a piece of
and non-formal voice, nominalisation and tense as well as how these features
influence the effectiveness of the argument. Not all students will automatically
join a class discussion due because of their ingrained cultural norms (Harmer
2007); to combat this, it will be made clear at the beginning of the activity that
all students will be called upon at random. The group activity that proceeds this
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
is one which will further contextualise the features learned in the previous
activity, assimilating their knowledge into their personal reading. The last
has been modified to fit closer to the fluency first pedagogy (Brumfit 1979, as
cited in Richards 2006) rather than a rote learning style which is how the P-P-P
Assessment for Learning (AfL). AfL is based around Black and Williams (1998)
research into students benefits of feedback, and how teachers can use the
student learning.
The third, fourth and fifth week of this unit begin to steer away from analysis and
towards language production. The last analytical exercise marks the beginning of
the debating section of this unit. Students analyse the language features already
learned within this unit as well as beginning to recognise vocal inflections and
non-verbal cues that make the argument more persuasive. This particular
analysis will be based around a visual, current political or social issue within the
analysing the language features of the selected material, it is likely that students
will have something to say about the issue being discussed, hence giving the
students a chance to practice vocal inflections and non-verbal cues and the
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
teacher a chance to analyse the students language in action, creating another
The final activities of the unit are summative assessment tasks and will take up
the rest of the time available in the five week unit. The two assessments focus
persuasive texts and gives students the opportunity to use a more formal voice
within their work than they might use when they complete a verbal assessment.
This assessment will be due before the group debates and therefore will allow
argument and the preparation period beforehand allows the teacher to monitor
arguments.
Constructivism revolves around the central theory that the learner is active in
Through the progression from whole class to small groups and then to individual
work, students build their knowledge and understanding through the repeated
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
re-contextualisation of the language and cultural features discussed and taught
over the period of this five week unit. In addition to this, the learning
environment and how the teacher manages it will also have an impact of the
orientations to school discipline and their implications for the way a classroom is
set up and run. In the context of Paralowie School, the classroom used for ESL
lessons was set up in a style that was indicative of a traditional teacher. That is,
a teacher who sees order as an essential aspect of academic learning and sees
occasionally demonstrated in the teaching style); the desks were set up in rows,
all facing the front of the classroom and leaving little opportunity for interaction
arranged into small clusters so students can interact appropriately with each
other during group work, but all still have a sufficient view of the whiteboard,
Hoy et al (2006) also found that one criteria common in students (and fellow
teachers) perceptions of the good teacher is the ability to make learning fun.
ones behaviour which then influences another, which in turn influences the first
persons behaviour again, etc. It could be said that this particular unit is above
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
the literacy level of the student context, however I believe that with enough
support for students at the class, group and student levels, students should be
able to achieve the work at a year ten standard. I have raised my expectations of
the students, rather than lower them as the teachers I observed at Paralowie
fourteen standard.
2,066 words
(MySchool 2016)
Bibliography
ABC (2015). "Q&A." Retrieved 07/04, 2016, from
http://www.abc.net.au/tv/qanda/.
Bandura, A. (1997). Self Efficacy: The excersise of control. New York, W.H.
Freeman.
Black, P. and D. William (1998). "Inside the Black Box." Retrieved 07/04, 2016,
from http://weaeducation.typepad.co.uk/files/blackbox-1.pdf.
Charles, C. M. (1999). Richard Curwin and Allen Mendler's Discipline with Dignity.
Building Classroom Discipline. New York, Longman.
DECD (2012). Language and Literacy Levels across the Australian Curriculum:
EALD Students(Levels 7-10) AND (Levels 11-14). D. o. E. a. C. Development.
Adelaide, Government of South Australia: 2-14.
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
Harmer, J. (2007). The Practice of English Language Teaching. Essex, Pearson
Education Limited.
MySchool (2015). "Paralowie School, Paralowie, SA." Retrieved 06/04, 2016, from
https://www.myschool.edu.au/SchoolProfile/Index/101803/ParalowieSchool/49597
/2015.
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