Task Description:

This task is set within the broad context of demonstrating your professional capabilities through portfolio evidence aligned to the Australian Professional Standards for Teachers.
Using the template provided on MyLO, you should prepare a 3-lesson sequence directed at generating learning in a Grade 8 languages’ classroom. The template requires you to demonstrate alignment with (as relevant):
• AC:L content description.
You should annotate your plan to show how it responds to diverse AITSL standards. You should either reference the standard in the body of your text, or by using the 'comments' function in Word.
The template draws on the impact backwards notion we have explored. The level of detail in your plan should enable an experienced classroom teacher to clearly identify your considerations at each lesson stage.
You can base your lesson sequence on an example class from a previous professional experience placement, providing sufficient detail for your reader to visualize the relationship between the class and the plan. Alternatively, you can refer to the model grade 8 class linked below under 'Important Resources'. Make sure you scroll all the way down this page, as there is important guidance all the way down.
With your plan, you should include any additional resources you will be using, and your own student evaluation survey appropriate for the year level. You should submit all the files pertaining to AT1 as a single PDF document.
In developing your plan, you should feel free to seek further guidance from your tutor, consult current classroom teachers, and discuss with your colleagues either in person or in social forums.

Task Length:

Due Date:

Week 7

Weight:

50 %

CRITERION #

CRITERION

Task Description:

There are 2 parts to AT2.
1. You should revisit the plan you developed in AT1. In light of the feedback you received, your further reading and your own reflection, you should consider what amendments, if any, you would make to the original plan. You should submit the original lesson sequence with tracked changes.
2. You are to prepare and deliver a 15-minute presentation explaining why you have planned the lesson sequence the way you have. For this you will be discussing the final sequence, after changes. You should:
• begin by providing an account of any changes and a rationale for them;
• describe how you see the sequence unfolding;
• outline what language learning theories and pedagogical approaches have influenced your design and why you have drawn on these;
• explain how the theories and strategies you draw on respond to the specific classroom and learners you have in mind;
• explain how you have addressed learner diversity;
• indicate what challenges you think might arise and how you would respond to these;
• identify what strategies you would draw on to reflect on your teaching and on its impact on students’ learning.
The format of your submission is flexible, e.g., you might make a video where you talk through the lesson in a classroom, illustrating where you are and what you are doing at each stage. Alternatively, you might make a narrated PowerPoint using photos. Or you might script a discussion where you are explaining how you see the lesson taking place with a colleague with some questions to provide structure. You are encouraged to be creative in how you portray your classroom teaching. The presentation should speak for itself with materials available for scrutiny.
In your presentation, you should think not only about describing the step by step but, more importantly, about the why. You should provide a clear rationale for the decisions you make, and this rationale should be based on the reading you have been doing for the Unit. Again, feel free to consult widely, with course peers and even practising language teachers.

Task Length:

Due Date:

Week 13

Weight:

50 %

CRITERION #

CRITERION