unpacking by IE1eG8


									                                                      Prep to Year 9 Literacy Professional Development Program: Literacy Informing Frames

Informing Frame                                        Purpose                                    Uses                                            Examples of Practice

A Teaching and                                   Provides a                 planning for teaching                              teachers planning activities to build field knowledge and
Learning Cycle                                   framework to support                                                             deconstruct the text type of an advertisement in SOSE
                                                 teachers and schools       front-ending assessment
                                                                                                                                teachers using a criteria sheet to focus the teaching
               Building field

                                                 in explicitly planning,    ensuring alignment of planning, teaching and
                                                 teaching and                                                                     and assessment of the expository text type in Science
               Assessment                                                     assessment
Constructing                    Deconstructing
                                                 assessing for literacy                                                         teachers using the cycle to explicitly plan units of work
                                                 learning in the Key        de-cluttering the curriculum                         – identifying the focus for teaching and assessment
                                                 Learning Areas
                                                                            identifying professional learning needs –          teachers selecting an appropriate point in the teaching
                                                                              individual and whole school                         learning cycle to use relevant resources for particular
                                                                            providing a focus for the Whole-school literacy      instructional purposes
                                                                              improvement cycle                                 teachers making explicit to students that they are now
                                                                                                                                  ‘building field knowledge’ about a topic in Science
                                                                                                                                teachers referring back to the teaching and learning
                                                                                                                                  cycle throughout a unit to ensure clarity around
                                                                                                                                  purpose of teaching activities
                                                                                                                                teachers documenting their units of work using the
                                                                                                                                  framework as an organiser
                                                                                                                                colleagues discussing the uses of particular teaching
                                                                                                                                  strategies and resources
                                                                                                                                teachers making decisions to remove certain teaching
                                                                                                                                  and learning activities as they are not an integral part of
                                                                                                                                  the work necessary for the successful completion of the
                                                                                                                                  identified assessment task
                                                                                                                                teachers working together to write an ‘A’ exemplar for
                                                                                                                                  their next unit of work
Informing Frame         Purpose                                    Uses                                      Examples of Practice
                  The Melbourne
Key Learning
                  Declaration on             as curriculum organisers                      curriculum leadership teams discussing an integrated
Areas (KLAs)                                                                                 unit’s effectiveness in keeping the colour of each of the
                  Educational Goals for      Essential Learnings from each KLA used to      KLAs
                  Young Australians            direct planning, teaching, assessment and
                  (2008), makes a              reporting                                    teachers identifying the Essential Learnings (knowledge
                  commitment to                                                              and understanding and ways of working) to be taught in
                  developing a world-        identifying professional learning needs –      a sequence of lessons
                  class curriculum             individual and whole school
                  which will enable                                                         curriculum leadership teams developing a school
                                             a focus for the Whole-school literacy          curriculum framework that maps the Essential
                                               improvement cycle                             Learnings to be taught across all year levels
                  to develop
                  knowledge in the
                                                                                            a primary and secondary school working together to
                  disciplines of English,
                                                                                             develop a shared knowledge and understanding of
                                                                                             what it means to ‘work scientifically’ and the literacies of
                  science, languages,
                  humanities and the
                  arts; to understand                                                       teachers including the science knowledges and
                  the spiritual, moral                                                       understandings and the science literacies in the criteria
                  and aesthetic                                                              sheet for assessing student work
                  dimensions of life;
                  and open up new                                                           teachers using the Essential Learnings (knowledge and
                  ways of thinking.                                                          understanding and ways of working) to plan a science
                  Queensland Studies
                  Authority has                                                               -   writing an ‘A’ exemplar which demonstrates and
                  described Essential                                                             makes explicit the Science Essential Learnings
                  Learnings for each                                                              and literacies of science
                  KLA which identify                                                          -   explicitly teaching the required science content as
                  what should be                                                                  well as the required literacies of science
                  taught and what is
                  important for                                                               -   assessing using a criteria sheet which includes the
                  students to have                                                                literacies of science
                  opportunities to                                                            -   reporting to parents on students’ learning of the
                  know, understand                                                                selected Essential Learnings and students’ literacy
                  and be able to do.                                                              achievement
Informing Frame         Purpose                                   Uses                                      Examples of Practice

A Functional      Provides a                unpacking language and literacy demands in    teachers using the model as the framework to compare
Model of          framework for               systematic and consistent ways                 and contrast the language features of a narrative and
Language          explicitly identifying                                                     exposition
                  and teaching the          planning a whole-school scope and sequence
                  patterns of language        of units of work and associated literacy     teachers scaffolding students to make their language
                  and grammar in a            demands                                        more ‘written like’ in a SOSE report
                  range of social and       determining language features for teaching    teachers writing an ‘A’ exemplar and identifying
                  cultural contexts           and assessment                                 language features for teaching and assessment
                                            making criteria for assessment explicit to    teachers and students identifying the purpose and
                                              teachers and students                          generic structure of a discussion text type in SOSE
                                            providing a metalanguage for teachers to      a teacher leading students to compare the language
                                              have a consistent and common language for      features of a persuasive text when asking their parents
                                              talking about language                         for extra pocket money or lobbying the principal for
                                                                                             funding for a school vegetable garden
                                            identifying professional learning needs –
                                              individual and whole school                  students identifying how and why a writer has used a
                                                                                             range of processes in a narrative text in English
                                            a focus for the Whole-school literacy
                                              improvement cycle                            a teacher modelling the use of linking conjunctions (eg
                                                                                             and, but) in a recount of a cooperative team reflection
                                                                                             activity in HPE
                                                                                           teachers and students identifying and discussing the
                                                                                             use of figurative language in a narrative text in English
                                                                                           teachers jointly constructing a criteria sheet for an
                                                                                             assessment in SOSE which makes explicit to students
                                                                                             and teachers the assessment criteria that will be used
                                                                                           a school literacy team deciding to engage in action
                                                                                             research around strategies for explicitly teaching
                                                                                             language features
Informing Frame                                                            Purpose                                     Uses                                        Examples of Practice

Productive                                                          Provides a theoretical      reflecting on current classroom practices        teachers modelling deep knowledge and technical
Pedagogies                                                          framework enabling                                                              scientific language about forces in relation to bridges in
                Connectedness     Supportive
                                                    Valuing and
                                                                    teachers to reflect         generating professional conversations              Science
                                 environment       to difference

                                                                    critically on their work    designing curriculum and learning                one teacher observing another teacher focussing on a
Higher-order    Connectedness      Student            Cultural
  thinking       to the world      direction        differences

   Deep            Problem-     Social support       Inclusivity



                                                   Group identity
                                                                    (Productive                   experiences                                       specific element of a productive pedagogy to audit and
Substantive                     Self-regulation

                                                                                                auditing classroom and/or whole-school

Knowledge as
                                Explicit quality
                                                                                                                                                    improve teaching practice
                                                                    Classroom Reflection

                                                                                                  teaching practices                              teachers undertaking classroom based action research
                                                                                                identifying professional learning needs –          in an element of productive pedagogy
                                                                                                  individual and whole school                     teachers and schools undertaking professional
                                                                                                a focus for the Whole-school literacy              development to build common understandings
                                                                                                  improvement cycle                               teachers and students engaging in ongoing
                                                                                                                                                    conversations about language features of a range of
                                                                                                                                                  whole school deciding to investigate the use of
                                                                                                                                                    substantive conversations in the teaching of literacy

Four Resource                                                       Provides a                  auditing classroom and/or whole school           teachers identifying which resource/s students are
Model                                                               framework for                 literacy practices                                required to use in a series of planned literacy lessons
                                                                    teachers to plan,
                                                                    teach and assess a          ensuring a range of literacy practices are       teachers auditing a unit of work to ensure a balanced
                                                                    balanced repertoire           evident in the Teaching and Learning Cycle        use of the four resources in literacy teaching
                                                                    of literacy practices       reflecting upon own teaching practices           teachers planning questions to use with students to
                                                                                                                                                    ensure they are using ‘text user’ and ‘code breaker’
                                                                                                ensuring a range of assessment information in      resources
                                                                                                                                                  teachers working with students in guided reading to
                                                                                                identifying professional development needs –       ‘break the code’ and ‘make meaning’
                                                                                                  individual and whole school
                                                                                                                                                  a school literacy team surveying teachers regarding
                                                                                                identifying professional learning needs –          their use of text analyst resources in classroom practice
                                                                                                  individual and whole school
                                                                                                a focus for the Whole-school literacy
                                                                                                  improvement cycle

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