Alexandra Atkinson 21342819 tch10175 Assignment 2

TCH10175: Curriculum Specialisation: English II
Alexandra Atkinson: 21342819
Assignment 2: Unit of Work Evaluation

Unit of Work: Evaluation
The Board of Studies (BOSTES) New South Wales (NSW) articulates that a Unit of Work (UoW) must
contain direct elements and requirements for student completion and delivery, these areas outlined within the
related syllabus documents are: unit description, syllabus outcomes, duration, stage/year, broad range of
relevant content, integrated teaching, learning/assessment activities, subject specific requirements, resources,
reflection/evaluation, adjustments for special needs students (BOSTES, n.d). The Module C example
highlights a UoW which is ambiguous and inadequately meets the necessities/outcomes outlined within the
syllabus and associated documents in connection with the English (Standard) Module and should not be
used as a teachable/auditable record in its current form. In some instances, the headings and information are
incorrect; deviating from BOSTES stipulated UoW requirements and necessitates immediate remedy, for
example, incorrect syllabus outcome 5.4 and 6.4; missing outcome 6; formatting and date errors;
inadequate/incorrect copy/paste from syllabus; heading Elective 2: Exploring Transportation, as opposed
to Elective 2: Exploring Transitions. In the UoWs current form the document requires significant
reference back to the Board of Studies (NSW) English Stage 6 Syllabus and BOSTES English Stage 6
Prescriptions by any staff member who is intending to use it.
The proposed UoW is based on the verse novel, The Simple Gift by Steven Herrick, with the stipulation of
additional supplement texts of the students choosing and follows the High School Certificate (HSC) UoW
prescribed text guidelines, with the addition of an Other Related Text (ORT) (Board of Studies, 2009).
Complying with this section of the program and prescriptions meets the overarching English (Standard)
module C and HSC goal of providing diverse approaches to texts so that students become flexible and
critical thinkers, capable of appreciating the variety of cultural heritages and differences that make up
Australian society through rich language forms, features and structures presented with the prescribed
Australian novel (Board of Studies, 2009, p. 20). However, the pluralised statement within the example
Students are to supplement this study with texts of their own choosing related to the elective requires
clarification with regard to the number of additional texts and realistic expectation for allowable timeframe.
Additionally, the use of the ORT allows students to display the Stage 6 students continuum of learning
statement, which assists and recognises the benefit of developing the students educational independence and
the diversity of individuals through catering for their needs, interests, abilities and goals (Board of Studies,
2009, p. 11).
The syllabus outcomes are appropriate and achievable over the five-week timeframe, when taught in a
strategic, well thought out sequence and delivered by competent teaching staff (Meiers, 2010, p. 323,
BOSTES, n.d). Creating a tactical progress map utilising the required areas of learning, previous knowledge
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and focusing on achievement opposed to failure is key when fitting in thirteen outcomes into the five-week
program (Meiers, 2010, p. 323; BOSTES, n.d). However, the proposed module of work requires an in-depth
process to gather evidence of student achievement informally, to make judgements and monitor students
progression of desired outcomes, otherwise the inclusion of any outcomes is wasted (BOSTES, n.d).
The Simple Gift by Steven Herrick contains compelling information in regards to its desired use and
selection within the Board of Studies Annotations of selected texts prescribed for the Higher School
Certificate 2015-20, which reinforces the use of the text within the example Module C: Society and Texts
UoW, however these annotations should be more specific within the teaching strategies to accomplish the
intended purpose. The novel integrates and demonstrates merit and cultural significance; needs and interests
of students; opportunities for challenging teaching and learning (Board of Studies, 2013, p. 55). The choice
of utilising the poem category from the differing array of text options within the HSC, the text itself and
ORT, aligns perfectly to the module two elective aim and purpose, which is to allow students to explore,
analyse and experience a variety of ways which people transition into new phases within life and society
contexts (BOSTES, 2015, p, 14; Tucker, 2010, p. 295). This consequently opens up opportunities to allow
students to examine how poetic forms and techniques and storytelling conventions have been adapted and
combined to create a narrative that is nuanced, moving and meaningful (Board of Studies, 2013, p. 55).
Evaluating the teaching strategies recommended within the proposed Module C: Text and Societies UoW
example is abstruse at best, whilst the plan has some key foundations for strong lesson plans and student
engagement, overall it is lacking substance, proving quite difficult for a teacher or casual to follow and use
the document. Many of the dot points are ambiguous and leave room for error in interpretation and thus
allowing for potential errors in teaching, for example Opening of the verse novel or the assignment
question How well does it explore transitions? The other issues with the suggested teaching and learning
strategies within the example is the nonsensical order of the information as it provides no clear guidance,
order, best practice or elaboration. However, the pedagogical approach utilised does exhibit a strong focus
towards collaborative learning and promotes positioning of this module within the classroom to create a
dialogic, interactive and interpersonal experience by suggesting extensive amounts of discussion,
brainstorming and information technology approaches (Sawyer, Brock, Baxter, 2007, p. 66). Due to this, the
nature of the suggested teaching and learning strategies have got individual merit and display popular
pedagogical theory, which has been applied, even if not so well thought out. This indicates that the ideas
should not be discarded but built upon and repositioned.
The current Module C outlines the proposed formal assessment items, consisting of a spoken/speaking task
worth 15% and writing component (Trial HSC) worth 5%. During year 12 students are participating in a
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long term large scale state based assessments, which has rigorous regulations and standards (Meiers, 2010,
p. 324). The current UoW is lacking any detail around the assigned assignments, however the current
weighting and modes to be assessed are currently correct with HSC regulations requiring 15% speaking and
30% written across all the English components (Board of Studies, 2009, p. 6). Module C: Text and Societies
internal assessment items must total 20% of a students HSC result, which has been successfully
implemented within the proposed plan and covers the requirements of HSC Module C completion (Board of
Studies, 2009, p. 5).
After thorough evaluation of the supplied UoW document for Stage 6 HSC English (Standard), Module C:
Text and Societies, Elective 2: Exploring Transitions, the conclusion is that the document in its current form
is somewhat inadequate for the intended purpose and even with some ratification and correction of the
errors, falls short as an overarching teachable document, representing a more shell like document that could
be used as a proforma for the development of a substantial and in-depth UoW. The time frame of the unit is
also questionable, even inadequate with regards to being able to complete a detailed learning and teaching
experience for a student and produce clear assessment outcomes, however, in a school environment where so
much has to be packed into the curriculum, the option to extend over a longer period is most likely not
possible, for this reason the basis of the teaching strategies is relevant. There is real value in positioning this
unit towards the end of year 12 as it can allow for students to prepare for their own transition into the world,
post their schooling.
Unit of Work: Planning
Planning a Unit of Work (UoW) or modifying an existing document requires deep consideration of the
proposed audience and an aim at progressive pedagogical practice that empowers all stakeholders within the
classroom (Sawyer, Brock, Baxter, 2007, p. 66-67). In this scenario the UoW must accommodate a
regional/rural high school, with 80% of students of low-socioeconomic background and 20% Aboriginal
undertaking the NSW Stage 6 English (Standard) course. To improve the sample unit and develop its
effectiveness for this particular scenario and tailor the teaching practices there is an array of critical changes
which require action. The document itself requires syllabus corrections/edits, the addition of resources,
specific school/classroom rational, Language modes and in-depth specific assessment tasks. Displaying
precise and well developed/holistic pedagogical practice within the document has the potential to arguably
alleviate any socioeconomic issues through researched best practice (Sawyer, Brock, Baxter, 2007, p. 6667).
The proposed changes to the teaching and learning strategies that require implementation for UoW
improvement include but are not limited to: specific school centric learning and teaching actives; supportive
resources for student choice and application of ORT; assessment exemplar; formative assessment criteria;
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summative assessment opportunities in built into the module; differentiated/scaffolded activities;

reinforcement of the concept of transition through varied text/media choices; encouragement of student
engagement through variety and student choice; learning intentions. However, the current teaching
suggestions such as, brainstorming, outcomes and creating a dialog centered classroom, which is focused on
discussion would not be omitted from the final Module C: Text and Society document.
Proposed Module C: Text and Societies Introductory Lesson Plan
Outcome: 6, 6.1, 6.2, 6.4, 7, 7.1
The Module C introductory lesson plan is to introduce, handout assessment material and prescribed text,
followed by prepositioning students for the impeding module, formative assessment task and criteria. The
first half of the lesson will consist of introducing students to the syllabus module elective 2 outcomes and
description, followed by comprehensive class reading of the assignment task and criteria; highlighting areas
on the task sheets student should pay attention to and conducting a quick question and answer.
Upon conclusion of the comprehensive class reading task 4x A3 worksheets (see appendix one for
worksheets) will be arranged for the second half of the lesson around the classroom to conduct a progressive
brainstorm activity to assess where the students base knowledge and zone of proximal development are
situated (McDevitt, Ormrod, Cupit, Chandler, & Aloa, 2013, p. 223). Students are required to proceed
around the classroom filling out the A3 brainstorming sheets and find 2x other students to discuss one of the
following ideas: how they propose they will complete the assignment; reference material required; other
related text ideas; current personal and social transition knowledge and feelings. The teacher is required to
facilitate, participate and monitor the activity to scaffold the learning experience for all students and
support/diversify, this activity is to be used for the purposes of assessment for learning (McDevitt et al,
2013, p. 223).
NB: At completion of lesson students and teacher are to photograph the A3 pages for future reference and
email to the entire class.
Proposed Module C: Text and Societies Lesson Plan
Outcome: 5, 5.1, 5.4, 6, 6.1, 6.2, 6.3, 7, 7.2
The purpose of the lesson plan is to assist students in understanding text analysis, cultural/historical context,
exposure to composing a poem based on a journey/transition. The 70-minute lesson plan is to be broken into
two parts: composure and peer group work.
The activity requires students to compose two stanzas of a potentially bigger poem using the American
poet, Chase Twitchells, idea of writing about taking a journey to an unknown place, with focus on the
effects of personal and social transition (Wakeling, 2010, p. 120). The students are required to break into
three smaller groups and read their two stanzas to the group in turns; peers will fill in the peer review
activity sheet (see appendix three for worksheet). Upon completion the teacher collects all peer evaluations
for analysis and redistributes to the corresponding student in following lesson.
Proposed Module C: Text and Societies Lesson Plan
Outcome: 5, 5.1, 5.2, 5.3, 6, 6.1
The proposed lesson should take place approximately three weeks into the module at the school library and
is for the purpose of assisting students to research and prepare their speech and writing component.
The task is to complete research individually via the assigned worksheet (see appendix two for worksheet),
library resources and internet to produce the foundations for the students speech and writing (HSC Trial).
Teacher must regulate and assist the class to spend their time researching and analyzing texts produced in a
range of media; understanding technological forms and conventions and how these impact meaning,
composure for specific audiences, taking into account social, historical, cultural and workplace contexts
(Board of Studies, 2009, p. 32-33). If students have time they are able to start composing their speech and
arguments supported by textual evidence. This activity is to be used for the purposes of assessment as
learning and is primarily monitored by the students themselves. The completed worksheet document is to
stay with the students for reference.
References:
Board of Studies Teaching & Educational Standards NSW. (2009). English Stage 6 Syllabus. Retrieved
from: http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-syllabus-from2010.pdf
Board of Studies Teaching & Educational Standards NSW. (2014). English Stage 6, Prescriptions: Area of
Study Electives and Texts. Retrieved from:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-prescriptions-2015-20.pdf
Board of Studies Teaching & Educational Standards NSW. (n.d). Support materials, Programming, Advice
on units. Retrieved from: http://syllabus.bos.nsw.edu.au/support-materials/units/
Board of Studies Teaching & Educational Standards NSW. (2013). English Stage 6: Annotations of selected
texts prescribed for the Higher School Certificate 2015-20. Retrieved from:
https://learn.scu.edu.au/bbcswebdav/pid-2699839-dt-message-rid-4325331_2/courses/TCH101752016-2/english-annotations-2015-20.pdf
Board of Studies Teaching & Educational Standards NSW. (n.d). Using syllabus outcomes in standards
referenced assessment. Retrieved from: https://syllabus.bostes.nsw.edu.au/supportmaterials/standards-referenced-assessment/
Board of Studies Teaching & Educational Standards NSW. (2009). Assessment and Reporting in English
(Standard) Stage 6. Retrieved from:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/english-std-adv-std-assessmentreporting.pdf
Meiers, M., (2010). Responding to students achievements in English. In M. Howie, S. Gannon & W.
Sawyer (Eds.), Charged with meaning: Re-viewing English, (3rd ed., pp.113 -122). Australia:
Phoenix Education.
McDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa., V. (2013). Cognitive Development: Piaget
and Vygotsky. In Child Development and Education (pp. 202-245). Frenchs Forest: Pearson
Australia.
Sawyer, W., Brock, P., & Baxter, D. (2007). Exceptional outcomes in English education. Teneriffe, Qld:
PostPressed. Retrieved from: https://learn.scu.edu.au/bbcswebdav/pid-3896275-dt-content-rid4511170_2/courses/TCH10175-2016-2/Topic7-Reading.pdf
Tucker, E. (2010). Wide reading in the English classroom. In M. Howie, S. Gannon & W. Sawyer (Eds.),
Charged with meaning: Re-viewing English, (3rd ed., pp.295 -306). Australia: Phoenix Education.
Wakeling, L. (2010). Facing down the fear: Teaching poetry in the classroom. In M. Howie, S. Gannon & W.
Sawyer (Eds.), Charged with meaning: Re-viewing English, (3rd ed., pp.113 -122). Australia:
Phoenix Education.
Appendix One: Brainstorm A3 Activity Sheet
Transitions
Other Related Text Ideas
Feelings towards change
Resources Required to
complete Module
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Appendix Two: Peer Marking Worksheet

Student Name:
Criteria:
Star Rating (Scale 1 = poor 5 = excellent)
Student has addressed the focus topic of
personal and social transition within their
poem:
Student displays confidence and projects
their voice to the audience:
Student has developed two effective and
meaningful stanzas to a wider audience:
Constructive General Comments and Feedback:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
NB: Appendix two worksheet is intended to be short/succinct and can be printed two to a A4 page to save school printing resources.
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Appendix Three: Assignment Research Sheet
Transitions
What elements, themes, personal and social experiences make it a journey/transition?
1. What is your personal criteria for testing and determining whether a text contains a personal or social
journey/transition?
For your assessment task, you need to have 3 criteria by which you judge both social and personal
transitions. DO NOT just write one word- EXPLAIN yourself, you will need to in your task.
Criteria:
Explanation:
2. List 3 transitional/journey texts that you have discovered through your study in the past lessons and
personal research. Include the title, author, publication date, country of origin.
Title:
Text Type:
Author:
Publication Date: Country orig:
1
.
2
.
3
.
3. What makes these texts transitional/journey?
For each text write a paragraph explaining what made you decide that these texts fit the criteria. This is
about you understanding the process and bring able to write your assessment task. In your book.
Use your criteria
Explain how the texts match each/any of the criteria
Be specific generalizations and vague responses will not help your assessment task
4. What characters within the set text The Simple Gift by Steven Herrick experience transition? (who, what
where, coping strategies, why and when).
__________________________________________________________________________
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__________________________________________________________________________
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__________________________________________________________________________
5. What awards has the set text The Simple Gift by Steven Herrick won and what for?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. What characters within your other related text experience transition? (who, what where, coping strategies,
why and when).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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__________________________________________________________________________
5. At this point in your study and discovery of transitions, what argument can be made for having effective
coping strategies and the different ways individuals experience transitions into new phases of life and social
contexts? Remember to explain yourself- single word or single sentence responses will not cut it!
__________________________________________________________________________
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TCH10175: Curriculum Specialisation: English II