Task Description

This task will be completed in two parts: Part A and Part B

Part A

The task requires you to prepare a presentation demonstrating teaching strategies and resources appropriate for scaffolding students’ abilities for interpreting, analysing, evaluating and creating multimodal or digital texts in a specific year level of the Australian Curriculum: English.  The presentation must identify specific curriculum content descriptions and achievement standards that are the focus for learning at the chosen year level.  

The presentation should take the form of a PowerPoint with voice-over or accompanying notes pages for each slide and should be designed for a specific audience, which may be parents of students in your class attending an information session or fellow teachers attending a professional development session.

The presentation should include the following sections:

1. A summary of the content descriptions and achievement standards related to interpreting, evaluating and creating the chosen text type at the specific year level
2. Teaching strategies used to scaffold the textual, linguistic and literacy knowledge required by users and producers of the specific multimodal or digital text at the chosen year level.  (In this section you should illustrate practical ways of using resources and ICTs to teach the content descriptions you have identified.)
3. A concluding statement that explains how the targeted knowledge contributes to the acquisition of literacy across a range of curriculum learning areas and real-world contexts.

Part B

You must submit written documentation to support the presentation. The documentation should include the following:

1. An explanation and justification of the approach to teaching the conventions and structures of the chosen texts included in the presentation. This justification must show an understanding of how students learn to be literate and include reference to the work of researchers and educators who have contributed to the development of pedagogical knowledge in multimodal and/or digital literacy. (Maximum 1500 words)
2. A copy of the PowerPoint and/or practical activities included in the presentation.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 

•  Gen AI may only be used as specified in the assignment instructions. Please refer to the Moodle Assessment tile for specific details.

Word Count: The word count is only considered for the explanation/justification section of Part B, as stated above.

Australian Professional Standards for Teachers addressed in this task: 2.1, 2.2, 2.3, 2.5, 2.6, 3.3, 3.4

Knowledge of the content, substance and structure of the Australian Curriculum: English. (APST 2.1; 2.5) 

Ability to organise curriculum content into a learning sequence that provides opportunities for students to demonstrate their learning. (APST 2.2.; 2.3; 3.3)

Selection and application of strategies and resources, including ICTs, for teaching multimodal and digital texts. (APST 2.6; 3.3; 3.4) 

Justification of strategy and resource selection using evidence-based pedagogical frameworks and knowledge of how students learn literacy. (APST 2.5; 3.3; 3.4) 

Task Description

This task requires you to plan for teaching, learning and assessment in English for a specific year level in the primary school. The year level selected must be different from the year level chosen for Assessment Task 1.

To complete this task, you will need to:

1. Use Year Level Descriptions, Year Level Overviews, Achievement Standards and other relevant support materials for implementing the Australian Curriculum: English to choose a text type that learners will produce/construct as a summative assessment task in your chosen year level. The chosen text may be either a literary or non-literary text but must be different from the text type used for Assessment Task 1 in this unit.
2. Set a context for learners for the creation/production of the chosen text. The context should identify the field knowledge or topic of the text, the intended audience and the purpose of the text. For example, if learners are to create a scientific report, you must identify the topic, the purpose of the text and who the intended readers of the text will be. Similarly, if the text is a magazine article, review, recount or narrative, you need to outline the subject matter or context for creating the text. This will help you with completing the steps outlined below.
3. Analyse the content descriptions for the chosen year level to develop a rubric that could be used as a guide for making judgments on students’ knowledge and understanding of English in the “productive mode”. (Steps 1, 2 and 3 should be recorded and included as the introduction to the final submission for this task.)
4. Construct a sample text to illustrate the text organisation/structure and linguistic features you expect to see demonstrated as an A-level in the summative task. Then, annotate your sample, showing how the chosen features contribute to the text’s social purpose and effectiveness for an audience. Include a brief description of approximately 500 words that outlines the ways in which the model could be used to keep accurate and reliable records of students’ progress towards achievement of the criteria for the summative task. Provide examples of feedback you would give learners to extend their knowledge in response to formative assessment and report to students and their parents/carers on the achievement of learning outcomes at the end of the unit.
5. Construct a unit plan that includes the key lessons you would implement to teach content from the Language strand of the curriculum so that learners can demonstrate the assessment criteria. The overview should be organised in a logical sequence and include (a) the specific activities learners will be required to do, (b) the teaching strategies used to scaffold the targeted knowledge, skills and processes, (c) the resources used to build an understanding of the content, and (d) formative assessment strategies you would use to check for understanding. Note: This is an overview, not individual lesson plans. A template for completing this section of the task will be provided on the Moodle site for this unit. The overview should be no more than 4 A4 pages in length.
6. Create a table to accompany the overview showing how you would differentiate teaching and learning in each of the key lessons for students from the following groups: students experiencing difficulty and needing support and requiring extension. The table should be accompanied by a brief justification (approximately 500 words) of the planned differentiation strategies that demonstrate your knowledge and understanding of evidence-informed teaching strategies that are responsive to and support the inclusive participation of students from diverse backgrounds and that cater for the specific learning needs of students across the full range of abilities.

Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows: 

•  Gen AI may only be used as specified in the assignment instructions. Please refer to the Moodle Assessment tile for specific details.

Word Count: The word count is only considered for the description in step 4 and justification in step 6 as stated above. Page limits are only for the unit plan overview in step 5.

Australian Professional Standards for Teachers addressed in this task: 1.5, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3, 3.4, 4.1, 5.1, 5.2, 5.5

Knowledge of the content, substance and structure and teaching strategies for implementing the Australian Curriculum: English. (APST 2.1; 2.5) 

Planning that aligns curriculum, teaching and learning and assessment using knowledge of teaching strategies and resources that support student learning. (APST 2.2; 2.3; 3.2; 3.3; 3.4) 

Design of assessment strategies and techniques for providing feedback, making judgements and reporting on student work. (APST 2.3; 3.2; 5.1; 5.2) 

Knowledge and understanding of differentiation strategies that support inclusive participation and cater for students across the full range of abilities. (APST 1.5; 4.1) 

Justification of strategy and resource selection using evidence-based pedagogical frameworks and knowledge of how students learn literacy. (APST 2.5; 3.2; 3.3; 3.4; 4.1; 5.5)