Designing, Teaching and Learning

Assignment 1

Essay on the Foundation of Teaching & Learning

Part A: Comprehension of Foundation Concepts (1000 words)

Appraise the importance of each of the following foundation

concepts to the daily work of Australian teachers:
o Teacher professionalism (Australian Professional Standards
for Teachers [APST])
o Curriculum (Australian national curriculum)
o Pedagogy (NSW Quality Teaching Model)
o Assessment (National Assessment Program- Literacy and
Numeracy [NAPLAN])

Teacher Professionalism
A professional is someone who has obtained specific knowledge and skills
through research, education and training (Professions Australia, 2016).
Professionals are held to certain ethical codes and standards enforced by the
community (Professions Australia, 2016). Professionals are willing to
showcase their knowledge and skills in the interest of the broader community
(Professions Australia, 2016).

Individuals working in the educational sector have not always been

considered ‘professionals’ (Holroyd, 2000). Evans (2008) attributes this to a
number of reasons, including the many unstated assumptions and
inconsistencies in the meaning of the word professional. Professionalism is a
complex term that means different things to different people (Evans, 2008)
and it is a dynamic concept that changes due to discourse (Evetts, 2006).
 Designing, Teaching and Learning
Assignment 1

Teacher professionalism most clearly links to the Australian Professional

Standards for Teachers (Australian Institute for Teaching and School
Leadership (AITSL), 2011) Standards 6 and 7. Standard 6 involves
identifying, planning, engaging in and applying professional learning (AITSL,
2011). This standard recognises the importance of teaching and
understanding professionalism in order to improve student learning. Standard
7 states that teachers must adhere to legislative, administrative and
organisational requirements and that they have an obligation to communicate
professionally with their educational colleagues, parents and the broader
community (AITSL, 2011). This standard recognises that teachers not only
have to demonstrate extensive knowledge in their area of expertise but they
must effectively communicate this to the broader community.

Curriculum
The Australian Curriculum, Assessment and Reporting Authority (ACARA)
(2016) define the Australian Curriculum as “the expectations for what all
Australians should be taught”. In addition, Ebert, Ebert and Bentley (2013)
state that curriculum refers to the “means and materials” that students utilise
in order to meet defined educational outcomes. Curriculum is considered a
structure to knowledge that involves planning, designing, development,
management and evaluation (Hewitt, 2006). Begg (2006) recognises that
there are different levels of curriculum, including classroom, school, national
and global curricula. Teachers can negotiate these levels to ensure students
have the greatest chance of academic success (Begg, 2006).
 Designing, Teaching and Learning
Assignment 1

Curriculum is multifaceted and includes explicit, implicit, hidden and excluded

dimensions (Ebert, Ebert & Bentley, 2013). Explicit curriculum refers to the
subjects and the content taught within these subjects (Ebert, Ebert & Bentley,
2013); it is usually presented in the syllabus or specific learning outcomes.
Implicit curriculum includes behaviours, attitudes and expectations defined by
society that are not included in the explicit curricula. An example of implicit
curriculum is that of multicultural acceptance. Hidden curriculum is anything
not already outlined by explicit or implicit curricula. Hidden curriculum includes
positive aspects such as discipline and manners, as well as, negative
elements such as gender exclusion (Tietz, 2007; Phillips, 2009). Excluded
curriculum refers to everything that is purposely left out (Flinders, Noddings &
Thornton, 1986) such as Indigenous cultural recognition.

Following failed attempts at implementing an Australian national curriculum

(Forrest, 2010; Woodpower, 2013), ACARA was established to supervise
planning and implementation of the Australian Maths, English, Science and
History national curriculum (Holden, 2008). The Australian national curriculum
is focused on producing successful learners and informed citizens, while
improving knowledge about Aboriginal and Torres Strait Islander histories,
Australian engagement with Asia and sustainability (ACARA, 2012). Students
moving interstate would benefit greatly from a national curriculum. A national
curriculum also allows researchers to more accurately compare academic
achievement across states to identify problem areas for funding and focus.
However, it is difficult to gain State support when education in Australia has
historically been organised separately between states, for example NSW
Education Standards Authority (NESA).
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Assignment 1

Pedagogy
Pedagogy is the method and practice of teaching (Loughran, Berry, Clemans,
Lancaster & Long, 2008). Hattie (2003) highlights students and teachers
having the greatest impact on academic achievement. Students influence
their own learning and achievement through attitude, behaviour, past
experiences and prior knowledge (Hattie, 2003). While teachers influence
learning by what they know, how they teach it and by how much they care
(Hattie, 2003). Pedagogy is a concept that encompasses a teacher’s impact
on a student’s academic achievement.

Ladwig and Gore developed the NSW Quality Teaching Model as a means to
improve pedagogy in NSW schools (Gore, 2007). One of the main
components of Quality Teaching is the model of pedagogy, which identifies
particular dimensions to aid in classroom and assessment practice (Gore,
2007). The dimensions highlighted in the model include intellectual quality,
quality learning environment and significance (Gore, 2007).

Intellectual quality entails delving deeper into the factual content taught in a
classroom; this may be through deconstructing language or identifying
symbolic features (Department of Education and Training, 2003). Quality
teaching environment refers to how well the classroom is shaped to facilitate
learning, including the teacher explicitly stating the expectations of the lesson
or if students keep on task autonomously (Department of Education and
Training, 2003). Significance encompasses recognising that students have
prior experience before entering the classroom, valuing all student
contributions to class discussion and when the teacher relates particular
topics to real life examples (Department of Education and Training, 2003).
 Designing, Teaching and Learning
Assignment 1

Assessment
NESA (2017) recognises assessment as a means to “gather evidence and
make judgements about academic achievement”. Assessment is also
multidimensional, encompassing formal, informal, diagnostic, formative and
summative types of assessment (ACT Government Education and Training,
2012). Formal assessments are standardised tests or assignments that
usually result in the student receiving a mathematically computed grade
(Weaver, 2017). Informal assessment is content and performance driven
(Weaver, 2017), for example asking students questions to gain knowledge of
their grasp on the content.

Diagnostic assessment is conducted at the start of a unit of study, it informs

the teacher of what prior knowledge the students have and can be used to
shape lesson plans (ACT Government Education and Training, 2012).
Formative assessment refers to building a cumulative record of student
achievement throughout the unit (NESA, 2017). Summative assessment is
typically conducted at the end of a unit to gauge how much the student has
learnt (NESA, 2017).

National Assessment Program- Literacy and Numeracy (NAPLAN) is an

annual assessment task completed by students in Years 3, 5, 7 and 9
(National Assessment Program, 2016). NAPLAN is governed by ACARA
alongside representatives from the states and territories (National
Assessment Program, 2016). NAPLAN can be used effectively to compare
academic achievement across Australia and identify problem areas (Ford,
2011), however, there are many negative implications, such as teachers
teaching to the test and neglecting other aspects of the curriculum (Thompson
& Harbaugh, 2013).
 Designing, Teaching and Learning
Assignment 1

Concluding appraisal
Professionalism, curriculum, pedagogy and assessment are very closely
connected and can be used to create positive academic achievement.
Professionalism shapes a teacher’s pedagogy and the way they interact with
others in their field. Effective pedagogy is essential in ensuring academic
achievement. A teacher’s ability to engage with students and communicate
content has an enormous impact on student’s attitude towards school. If a
student feels engaged in what they are learning and they actually enjoy
school, they are more likely to attend (Wolk, 2008). This allows teachers to
convey the various types of curricula in order for students to be more
prepared in meeting academic outcomes during assessment periods.
Assessment is necessary to analyse how students are progressing but must
be further developed to ensure accurate measures. All four foundational
concepts are key in achieving academic success and they all need continuous
refining and development in order to maximise this success.

Word count: 1,211 words

 Designing, Teaching and Learning
Assignment 1

Part B: Integration and Application of Foundation Concepts (1000

words)

Evaluate the interrelationship between curriculum, pedagogy, and

assessment in addressing the learning needs of one of the following
groups:
o Gifted and talented students
o Indigenous students
o Students from Non-English Speaking Background

Learning needs of Indigenous students

There is a stark difference between the academic achievement of Indigenous
students and that of non-Indigenous students in Australia (Klenowski, 2009;
Ockenden, 2014). There are many factors that combine to cause this
disparity, including racism, low attendance rates (Klenowski, 2009), exclusion
of bilingual education (Ford, 2011), lack of familial value placed on education,
poor self concept of academic achievement (Ockenden, 2014) and
assessment inequities (Klenowski, 2009).

Studies have shown a significant relationship between school attendance and

academic achievement (Gottfried, 2010). If a student is not attending class,
they are not being exposed to the content necessary to meet educational
outcomes, nor are they engaging positively with their peers or teachers.
School attendance is vastly influenced by the value placed on education by
the student’s parents (Ockenden, 2014). Policies have been developed in an
attempt to decrease the disparities between Indigenous and non-Indigenous
students, for example, making welfare payments to Indigenous people
dependent on whether or not their children are attending school regularly
(Behrendt & McCausland, 2008). Therefore, a learning need that specifically
applies to Indigenous students is attendance with particular recognition of
parental involvement in education.
 Designing, Teaching and Learning
Assignment 1

Assessment equity is a sociocultural concern about whether or not a test

gives everyone a fair chance at success (Klenowski, 2009). Klenowski (2009)
pinpoints access, social context and cultural context as major factors that
implicate assessment inequity of Indigenous students. This is contrast to
historical beliefs that disparities occurred due to biased test content and
design (Klenowski, 2009). For example, the differences in access to learning
materials between an Indigenous school in the Northern Territory versus the
access that a Metropolitan school has will have an obvious impact on
standardised test scores regardless of test content or design. Thus, a learning
need specific to that of Indigenous students is increasing access.

Impact on learning outcomes when issues are neglected

In the 2006 Census, only 36% of Indigenous students attended school
compared to 66% of non-Indigenous students (Australian Bureau of Statistics,
2010). Poor school attendance has been directly linked with poor academic
outcomes (Gottfried, 2010). For example, if a child were to miss one day a
week of school, consistently, they would miss out on two full years of
education over a 10-year period (Purdie & Buckley, 2010). If Indigenous
student engagement and school attendance issues are not addressed the
disparities in academic achievement will continue. If the role of parents in
education is neglected, the generational cycle of absenteeism and poor
academic achievement will continue (Ockenden, 2014).

It is vital that assessment inequity is addressed to cease the educational gap

between Indigenous and non-Indigenous students in Australia. Lack of
physical access to educational facilities and lack of access to academic
resources play a major role in creating the educational gap (Anderson, Bunda
& Walter, 2008; Klenowski, 2009). Limited Indigenous admittance to university
is apparent largely due to enrolment processes (Anderson, Bunda & Walter,
2008). This must be overcome to bridge the educational gap and could be
more effectively achieved by giving Indigenous students access to financial
scholarships and assistance when filling out enrolment documentation
(Anderson, Bunda & Walter, 2008).
 Designing, Teaching and Learning
Assignment 1

Teacher’s role in designing integrated curricular, pedagogical and

assessment responses
Teachers influence their student’s experience of school, thus greatly
impacting student’s academic achievement (Hattie, 2003). The knowledge
that a teacher possesses is important, however, the way they convey the
content to their class is vital in engaging students and in making learning fun
(Wolk, 2008). This is in accordance with the AITSL (2011) Standard 2 which
recognises that teachers must have content knowledge but also be equipped
to convey this content in an effective manner.

ACARA is seeking to improve the Australian curriculum by refocusing the

curriculum, rectifying accessibility issues and improving parental involvement
(ACARA, 2015). It is essential that teachers are involved in this movement to
better the curriculum in order to improve academic success across the
country. Education must also be promoted as a priority to parents as they
have a large influence on their child’s views of schooling (Ockenden, 2014).

One major priority teachers must adopt is pedagogy. Content has to be

presented to students in interesting, engaging and interactive ways (Johnson,
Rickel & Lester, 2000), such as PowerPoint presentations, YouTube videos
and group-based learning (Strijbos, Martens & Jochems, 2004). Standards 1,
2 and 3 from the AITSL (2011) encompass how teachers should go about
differentiating content in order to suit different types of learners. Government
and policy makers must encourage pedagogical improvement through funding
and professional development.
 Designing, Teaching and Learning
Assignment 1

Assessment is essential in quantifying student progress, comparing results

and identifying problem areas (Ford, 2011). However, assessment in Australia
needs to be further developed to ensure all students have an equitable
chance at academic success (Klenowski, 2009). Teachers must be involved in
remodeling assessment in Australia, as they know the most effective
strategies. This is applicable through the AITSL Standard 5, which outlines
that teachers must be competent in assessing, providing feedback and
reporting on student achievement (AITSL, 2011).

Designing integrated curricular, pedagogical and assessment responses are

crucial in reducing academic performance disparities between Indigenous and
non-Indigenous students. Teachers are at the forefront of these developments
and will be implementing these changes in their classrooms. Therefore, they
must be deeply involved in designing these responses in order to maximise
effectiveness. These responses must be devised through a group effort
between teachers, governments and parents as they all have a major
influence on a student’s academic achievement.

Word count: 907 words

 Designing, Teaching and Learning
Assignment 1

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