Workshop 3

1
Early career teacher induction Literacy middle
years Workshop 3
Literacy teaching and NSW syllabus
2
Outcomes Workshop 3

• understanding of the literacy demands of a KLA
  across Stages 3-4
• understanding of how to use assessment
  information to include literacy teaching into
  classroom practice
• understanding of some explicit literacy teaching
  required to address syllabus outcomes.

3
Professional teaching standards NSW Institute of
teachers

• 1.2.3 Design and implement contextually relevant
  teaching and learning sequences using knowledge
  of the NSW syllabus documents or other curriculum
  requirements of the Education Act.
• 3.2.5 Use a broad range of effective strategies
  to assess student achievement of learning
  outcomes.
• 6.2.8 demonstrate knowledge of the application of
  relevant policy documents in schools.

4
Literacy expectations of KLA syllabuses Stages 3
and 4

• Complete the literacy matrix to identify how
  literacy is used in the KLA.
• Refer to the Foundation statements and Stage 4
  outcomes for the KLA to record which part of the
  statement or which outcome relates to the
  literacy aspects.

5
Literacy K12 Policy

• 1.2.7
• Teachers K12 will allocate sufficient time to
  explicitly plan, program and teach literacy to
  ensure students achievement of syllabus
  standards.

6
Literacy teaching in NSW

• Key messages
• All teachers are teachers of literacy.
• Literacy is required by Board of Studies syllabus
  documents.
• Literacy should be taught explicitly,
  systematicallyin a balanced and integrated way.
• The Four literacy resources provide a framework
  for teaching literacy from K-12, across all KLAs.

7
Work sample analysis

• After analysing the student work samples
• What aspects of writing have students achieved
  well?
• What areas of need were displayed in student
  writing?

8
Assessment and teaching

• Teachers should be encouraged to align pedagogy
  and assessment practices. Assessment in the
  middle years should be viewed as an integral part
  of curriculum planning and classroom practice.
• Carrington, V. (2002)The middle years of
  schooling in QueenslandA way forward Discussion
  Paper prepared for Education Queensland

9
Explicit, systematic, balancedand integrated

• These terms underpin the NSW approach to teaching
  literacy.
• Literacy teaching is not effective if it is
• treated separately from the content that it
  expresses
• considered as a set of skills, unrelated to
  meaning and out of any real context.

10
Explicit

• Teachers are clear and purposeful in programming,
  teaching and assessing literacy.
• Teachers determine what students already know,
  understand and can do.
• Teachers explicitly teach literacy skills within
  purposeful and meaningful contexts/
• Teachers provide positive and informative
  feedback.

11
Systematic

• Teachers make appropriate judgements based on
  students prior learning, syllabus requirements
  and teaching strategies (assess/plan/teach).
• Teachers plan explicit teaching sequences that
  support all students to meet the literacy demands
  inherent in the subject.

12
Balanced

• Teachers give equal weight to learning to and
  learning about outcomes.
• Teachers use a range of literacy teaching
  approaches, strategies and practices.
• Teachers ensure that all students actively
  participate in all literacy strands reading,
  writing, talking, listening, viewing and
  representing.
• Teachers implement the Four Literacy Resources
  and Quality teaching in NSW public schools.

13
Integrated

• Teachers incorporate literacy teaching into
  programming in all KLAs.
• Teachers have a dual focus in teaching and
  assessment literacy and content.
• Teachers include teaching of reading and writing,
  speaking and listening, viewing and representing
  in a way that emphasises their interdependence.

14
Teaching and Assessing Writing

• Stage 3 Classroom Assessment Manual
• Teaching learning focus
• Ensure that students have had access to essential
  prior learning required by the task.
• Outcomes addressed by the task
• Although these refer only to S3 outcomes, they
  are also relevant to S4 writing skills.
• Directions for administering the task.
• Teachers can provide the topic relevant to their
  current study. Persuasive texts are relevant to
  all KLAs in Stages 3-4.

15
Teaching and Assessing Writing

• Outcomes and indicators
• Show the particular grammar of a persuasive
  text.
• Links to ESL outcomes
• Early Stage 3 work sample
• The work sample and analysis is provided as
  a possible benchmark for achievement at this
  early Stage 3 level.
• Directions for Teaching and Learning
• Suggested teaching strategies to enhance
  students writing beyond early Stage 3 level.
  Note the explicit use of modelled, guided and
  independent stages of construction.

16
Teaching and Assessing Writing

• Later Stage 3 work sample
• The work sample and analysis is provided as
  a possible benchmark for achievement at this
  Later Stage 3 level.
• Directions for Teaching and Learning
• These suggest teaching strategies designed
  to enhance students writing beyond later Stage 3
  level.
• Note the explicit use of modelled teaching,
  guidedteaching and independent teaching
  strategies.