Task Description: | This task involves demonstrating your understanding of the theories behind reading and writing development, and creating learning experiences for students’ development of reading and writing skills in the secondary school years. Completing AT3 involves:
1. Applying your understanding of the theoretical approaches to teaching reading and writing in an authentic context.
2. Observing teaching strategies and approaches for the teaching reading and writing in a classroom setting.
3. Developing your knowledge of pedagogical approaches for teaching secondary English.
4. Utilising the Australian Curriculum documents to create a learning experience which promotes students’ reading and/or writing development.
This task involves the completion of three (3) main sections. Below is a description of what is required for each section. Task Outline:
Section 1: Observation of English Teaching Practices (Approximately 500 words)
The first section of this assessment task requires you to observe the teaching of English in an authentic learning setting (for example, a secondary English classroom). This observation will take place whilst you are on Professional Experience (alternative arrangements will be made if you are not undertaking Professional Experience). You will firstly need to provide a brief context of the learning environment (e.g., description of the school, classroom, and students). Next, you will be required to observe your colleague teacher (or equivalent teacher educator) undertake an English lesson. To assist in your observation, you will be provided with an observation checklist (available in the “Assessment” space in MyLO) outlining some of the things to look out for.
*Tips:
In this section, you will provide a context and describe what you observed.
Names of schools, teachers, and students should remain anonymous. You may use pseudonyms instead.
References are not needed in this section.
Section 2: Reflection of English Teaching Practices (Approximately 500 words)
Section 2 of this assessment requires you to reflect upon the teaching practices you observed. You will firstly need to identify the theoretical approach/approaches which underpinned the lesson. You will then need to present a considered reflection of the teaching strategies and approaches you observed and explain how they promoted the development of reading and/or writing skills. Your reflection should be informed by key theories and approaches to the teaching of English.
*Tips:
You will need to draw upon academic literature in this section.
Section 3: Creation of Learning Experiences (Approximately 1500 words: 750 for learning experience, 750 for justification)
The final section of this assessment task has two main parts:
First, you are required to design one (1) detailed learning experience (i.e. one lesson – 60 minutes maximum) for teaching one aspect of English. This learning experience could be based upon the same topic that you observed in the classroom as part of a potential learning sequence. Your lesson must include one or more outcomes from the Australian Curriculum English document.
Second, you will be required to present a justification of the learning experience and describe how it is suitable in promoting subject English development at the secondary level.
*Tips:
You will need to draw upon academic literature in this section.
You will need to refer to, and use, the Australian Curriculum documents.
A lesson planner template will be available in the “Assessment” space in MyLO. You are advised to use this template.
General Assignment Tips:
Refer to the assessment rubric to identity the specific assignment requirements.
Present sections 1, 2 and 3 together in the same document and clearly label each section. Remember, all headings and in-text references are included in
Most importantly, enjoy!
Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.5, 3.3, 3.4, 5.4 |
