Chong Kesta Eportfolio Assessment 2

17092492 Kesta Chong Assessment 2: ePortfolio
Table of contents
TASK 1: Self-Assessment and Professional Learning Plan .. 2
1. Part A: Self-assessment against the AITSL Graduate Standards 2
2. Part B: Assessing your resilience .. 5
Task 2: Planning, Assessing, Record Keeping and Reporting 8
3. Backward Design The Vikings Unit of Work.. 8

3.1 Stage 1: Curriculum Links.. 7
3.2 Stage 2: Assessment Evidence.. 8
3.3 Stage 3: Plan Learning Experiences and Instruction 9

3.3.1 Lesson 1: What do I know about Vikings.. 15
3.3.2 Lesson 2-3: Who were the Vikings 17
3.3.3 Lesson 4: Vikings raids Looking at the Sagas. 21
3.3.4 Lesson 5: Informative report writing.. 23
3.3.5 Lesson 6: What impact did the Vikings have. 26
3.3.6 Lesson 7: Locating and collecting information. 29
3.3.7 Lesson 8: Researching 32
3.3.8 Lesson 9: Constructing a paragraph. 33
3.3.9 Lesson 10-11: Sorting information 36
3.3.10 Lesson 12-13: Editing 37
4. Written explanation 41
4.1 Unit of works central focus 41
4.2 Unit of works content descriptors and achievements 42
standards.
4.3 Understanding by Design approach to curricular planning 42
4.4 The purpose of different assessment types and recording 43
formats
4.5 A rich and creative summative assessment. 45
4.6 Feedback approaches to support student learning.. 45
4.7 Alignment between learning tasks and achievement standards 46
4.8 Reporting to parents about student achievement 46
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5. References 48
6. Appendices 52
Website link:
https://mrchongsteachingphilosophy.weebly.com
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TASK 1: Self-Assessment and Professional Learning Plan
Part A: Self-assessment against the AITSL Graduate Standards
Section 1: AITSL Graduate My goals for this Actions to develop Indicators of

Standard aspect: my capability: success:
Short Term Goals

Professional Knowledge Access A document as
Standard 1: Know students professional evidence of my
and how they learn By the end of development knowledge of
1.3 Demonstrate knowledge Semester 2, I will opportunities and differentiation
of teaching strategies that are research a broad information from teaching
responsive to the learning range of teaching various resources strategies to
strengths and needs of strategies that such as academic cater for different
students from diverse cater to the research sources, learning needs
linguistic, cultural, religious learning needs of teacher friends or under the
and socioeconomic students. mentors. headings of each
backgrounds (Australian major key
Institute for Teaching and Research using learning need.
School Leadership, 2014). key words such as
learning styles,
learning difficulties,
grouping
strategies, and
gifted and talented.
Professional Knowledge By the end of Gather information Used two or

Standard 2: Know the semester 2, I will from the AITSL more literacy
content and how to teach it research a range standards website strategies within
2.5 Know and understand of literacy teaching video the classroom
literacy and numeracy strategies for (e.g. word hunts,
teaching strategies and their vocabulary and Revisit notes from word walls and
application in teaching areas writing and previous literacy paragraph
(AITSL, 2014). implement two or units. hamburger).
more within the
classroom. Access Positive and
professional constructive
development feedback
opportunities, received by
academic research mentor.
or ask my teacher
friends. Greater student
participation and
Research using enjoyment seen
key words such as in their progress
teaching strategies, and quality of
vocabulary and work in
writing. vocabulary and
writing tasks.
Professional Knowledge By the end of Gather information List of strategies

Standard 3: Plan for and semester 2, I will from the AITSL to evaluate
implement effective teaching learn a number of standards website teaching
and learning strategies to video. programs such
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3.6 Demonstrate broad evaluate teaching as Smyths model

knowledge of strategies that programs. Access of reflection, a
can be used to evaluate professional detective
teaching programs to development approach, or an
improve student learning opportunities and explorer
(AITSL, 2014). various resources approach.
such as academic
research sources,
teacher friends or
mentors.
Professional Practice I will research, Gather information A document with

Standard 5: Assess, provide develop from the AITSL a variety of
feedback and report on and implement a standards website strategies to
student learning range of strategies video. effectively report
5.5 Demonstrate to effectively report to students and
understanding of a range of to students and Access various parents/carers.
strategies for reporting to parents/carers. academic
students and parents/carers resources and
and the purpose of keeping sources such as
accurate and reliable records teacher friends.
of student achievement
(AITSL, 2014). Research using
key words such as
reporting
strategies.
5.1 Demonstrate By the end of Access various A document

understanding of assessment semester 2, I will academic with
strategies, including informal resources and evidence-
be able to
and formal, diagnostic, sources such based
formative and summative
implement a range
as teacher assessment
approaches to assess of evidence-based friends. strategies.
student learning. strategies to
assess student Positive and
Research constructive
learning. using feedback
education- received by
based domains mentor.
such as ERIC
and ProQuest
education
journals.
Collaborate
with mentor
teacher.
Long Term Goals
Professional Practice By the end of Research a Students learning
Standard 5: Assess, provide 2018, number of data is clearly
feedback and report on I will be able to interpretation identified
student learning confidently techniques and according to the
5.4 Demonstrate the capacity implement a range strategies to objectives and
to interpret student of strategies to evaluate student assessment
assessment data to evaluate interpret student learning. criteria.
student learning and modify data and evaluate
teaching practice (AITSL, their learning to Discuss with Positive and
2014). inform my teaching mentor about my constructive
Page 4 of 59
practice findings. feedback

received from
mentor.
Professional Engagement By the end of Gather information Appropriate use
Standard 7: Engage 2020, I will from BRITE model of strategies to
professionally with research, practise R. respond with any
colleagues, parents/carers and execute a concerns parents
and the community range of teaching Arrange for peer may have with
7.3 Understand strategies for strategies to and/or mentor their child.
working effectively, respond with observation and
sensitively and confidentially parents/carers in a feedback on how I Positive and
with parents/carers (AITSL, professional interacted with constructive
2014). manner. parents/carers. feedback
received from
mentor,
supervisor, or
colleagues.
All of my chosen goals were based on my conviction to provide high-quality teaching and learning
experiences to all students. This means undertaking ongoing reflection, evaluation and action towards
further developing my professional knowledge, practice and engagement to a standard that reflects
my years of commitment to teaching as indicative of the AITSL standards (2014). I have made
significant progress with the goal of engaging professionally with parents (AITSL, 2014, 7.1). I have
learnt to have a clear, open and non-judgemental approach to communicate with parents regularly
and with the best interest in mind for their child. Key strategies I will consider when building positive
partnerships with parents include: being approachable before and after school (KidsMatterAustralia,
2015a); establishing the use of diary sheets to encourage active and informed parents in their childs
learning (AITSL, 2016); using the S-I-B framework when conducting parent interviews
(KidsMatterAustralia, 2015b); and responding to parent and carer questions with sensitivity and
acknowledgement of their particular needs and values (MindMattersAustralia, 2015).
This goal was chosen specifically because I knew how important partnerships with parents are (ETCR
project, 2011) to an early career teachers sense of efficacy. Furthermore, I felt unprepared and
uneasy to respond to parents questions or concerns as commonly felt by many early career teachers
(ETCR project, 2011). Building this partnership would not only give students the best possible
conditions to achieve excellence in their learning, it would also increase my confidence in engaging
professionally with parents. The next challenge for me is to report to students and parents/carers
(AITSL, 2014, 5.4) in ways that is considerate and fair to all students of diverse backgrounds.
Throughout my readings, I began to discover a range of strategies for reporting student achievements
such as portfolios, school newsletters, open days, classroom visits and assemblies (Brady &
Kennedy, 2009). More importantly, I found that by knowing students SMART goals and
understanding their perceptions of themselves, teachers are able to respond to students with
feedbacks that are both personally directed and criteria-based (Readman & Allen, 2015, p. 38)
(AITSL, 2014, 5.1). Additionally, I have learnt that a comprehensive selection of formative assessment
strategies that is evaluated and adapted is crucial in preventing unnecessary failures before
summative tasks (Readman & Allen, 2015, p. 38).
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Part B: Assessing your resilience

Section My goals for this Actions to develop Indicators of
2: BRITE Resilience aspect: my capability: success:
Factors
Short Term Goals
Module B: By the end of Gather information Students are
Teach students how to semester 2, I will from BRITE able to create
create their own SMART learn how to module B their own
goals effectively use and SMART goals.
teach SMART Access
goals in a learning professional Positive and
experience. development constructive
opportunities and feedback
various resources received from
such as academic mentor.
research sources,
teacher friends or
mentors.
Arrange for mentor

observation and
feedback on my
lesson plan and
delivery
Module B: By the end of Access Students
Teach strategies to manage semester 2, I will professional recognize how
strong feelings and impulses. create learning development being positive
experiences to opportunities and can help them
help students various resources bounce back
identify the such as academic quicker from
difference between research sources, difficult
responding to teacher friends or situations. They
challenging mentors. also recognize
scenarios with an the negative
optimistic and Arrange for mentor effect pessimistic
pessimistic observation and views can have
perspective. feedback on my on their choice of
lesson plan and actions and
delivery. therefore
impacting on
their wellbeing as
well.
Positive and
constructive
feedback
received from
mentor
Module B: By the end of Access Students are

Teaching and providing semester 2, I will professional aware of their
opportunities for practice for research and development academic goals
all students to bounce-back implement the opportunities. and recognize
from failures and to learn important lessons the effect of more
from them. and the effect of Review Readman positive and
positive and and Allens (2015, more negative
negative p. 36) Failure a perceptions of
perceptions of
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success and valuable tool for success and

failure. learning? and failure.
review other
academic research
articles.
Discuss with
teacher friends or
mentors their
approach to
teaching about
failure.
Long Term Goals

Module B: Creating a safe By the end of the Consider all the Students share in
and positive classroom 2018, I will factors contributing writing or verbally
environment establish and towards a supportive how they feel like
maintain a and caring they belong and
supportive and environment [e.g. feel connected in a
caring classroom structure, positive way to the
environment, routines, teaching teacher and other
which fosters a methods, health students in the
sense of lessons, delivery of class.
connection, assessments] and
belonging. modifying the Positive and
classroom to promote constructive
this kind of feedback
environment. received from
mentor.
Review previous
University unit files.
Request colleagues
to critique their
methods and choice
of physical classroom
environment aspects
in relation with a
supportive and caring
environment.
Module B: Encouraging and By the end of Research team A collection of
developing resilience through 2018, I will games that can be team games to
a range of ways research and played either within implement.
implement a range the classroom or
of strategies to out of the Positive and
provide oval/courts. constructive
opportunities for feedback
students to Create a learning received from
develop their experience for colleagues.
knowledge and students to explore
skills in resilience a range of extra- Students feel
such as facilitating curricular activities; more confident
and encouraging select one that they about
team activities & are interested in; themselves in
extra-curricular and research and managing their
activities (e.g. create a poster of emotions and
sport, dance etc). to showcase it and responding
its benefits. positively to a
variety of difficult
Discuss with scenarios.
Page 7 of 59
teacher friends or
mentors about
meaningful and
purposeful learning
experiences to
foster resilience in
students.
Request a
colleague to
observe your
lesson or try one of
the team games
with their class with
supporting lessons
on resilience.
Module R: Building By the end of Evaluate health Recognizing who
professional relationships semester 2018, I concepts on is in my support
and identifying my will identify the healthy networks. network and who
mentor/s people in my would be best to
support network. Review BRITE contact and
module B. discuss about
certain topics.
Maintain contact
with those people
in my trust network.
The above goals have been carefully chosen to develop my personal resilience so that I can be a
better role-model to my students. To increase my competency towards a practising teacher it would
be highly beneficial for me to build relationships with those in the same profession. The most
remarkable progress that I have made so far is in identifying strategies that may potentially encourage
students to bounce-back from failures and to learn from them. I have learnt that failure is part of
being human but it is not a final event or a permanent and personal quality but an opportunity to seize
and learn from it (Readman & Allen, 2015, p. 38). In an attempt to help students to move forward,
positive in-class discussions, activities and ongoing feedbacks are vital in promoting a more resilient
mindset in each student (Readman & Allen, 2015, p. 37). The most notable strategies for me include:
focusing on a child's strengths and seeing the positives in situations all the time (schoolatoz, 2011);
helping students perceive mistakes are learning opportunities (schoolatoz, 2011); teaching specific
life skills and providing opportunities for meaningful participation (Henderson, 2012); encouraging
students to move toward their realistic goals regularly even it is small steps (Comas-Diaz et al., n.d.);
encouraging students to and respect others opinions, even if they do not agree; and creating a
classroom environment which respects personal and academic achievement while promoting high
expectations (Commonwealth of Australia, 2014).
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TASK 2: Planning, Assessing, Record Keeping and Reporting
Backward Design The Vikings Unit of Work

Title: Vikings
Year Level: 4 Teacher: Mr Chong
Focus Curriculum Area (s): History, English Duration: Term 4 Week 4-Week 8, 50 minute sessions
STAGE 1: Curriculum Links

(What do we want students to learn? From the Australian/SCASA Curriculum)
General Capabilities
Literacy Numeracy ICT Critical and Creative Thinking
(GP)
Ethical Behaviour Personal and Social Intercultural Understanding
Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias
Sustainability
Histories and Culture Engagement with Asia
Change and Continuity Cause and effect Perspectives Empathy

Concepts
Significance Other
Year Level Content Learning area 1 Humanities and Social Sciences
Descriptors Learning Area 1
History Year Level Achievement Standards
Students:
The journey(s) of at least one world navigator, explorer or trader up
Identify current understanding of a topic
to the late 18th century (e.g. Christopher Columbus, Vasco da Gama,
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Ferdinand Magellan), including their contacts and exchanges with (e.g. brainstorm, KWL chart)
societies in Africa, the Americas, Asia and Oceania, and the impact
on one society (SCSA, 2014a, ACHASSK084).
Develop a range of focus questions to
investigate
Learning Area 2 English

Locate and collect information from a
Plan, draft and publish imaginative, informative and persuasive texts variety of sources (e.g. photographs,
containing key information and supporting details for widening maps, books, interviews, internet)
range of audiences, demonstrating increasing control over text
structures and language features (SCSA, 2014b, ACELY1694).
Record selected information and/or data
(e.g. use graphic organisers, develop
Use a range of software including word processing programs to note-taking strategies)
construct, edit and publish written text, and select, edit and place
visual, print and audio elements (SCSA, 2014b, ACELY1697).
Recognise the ethical protocols that
exist when gathering information and/or
Interpret ideas and information in spoken texts and listen for key data (e.g. respecting others' work)
points in order to carry out tasks and use information to share and
extend ideas and information (SCSA, 2014b, ACELY1687).
(e.g. Listening to instructions in class; interactive group work; and Develop criteria for selecting relevant
class discussions). information (e.g. accuracy, reliability,
usefulness)
Use interaction skills such as acknowledging anothers point of view

and linking students response to the topic, using familiar and new Identify different points of
vocabulary and a range of vocal effects such as tone, pace, pitch and view/perspectives in information and/or
volume to speak clearly and coherently (SCSA, 2014b, ACELY1688). data (e.g. distinguish fact from opinion,
E.g. Interactive group work; and reading aloud. explore different stories on the same
topic)
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Understand that Standard Australian English is one of many social

dialects used in Australia, and that while it originated in England it
Present findings and conclusions in a
has been influenced by many other languages (SCSA, 2014b,
range of communication forms (e.g.
ACELA1487).
written, oral, visual, digital, tabular,
graphic), appropriate to audience and
purpose, using relevant terms
Understand differences between the language of opinion and
feeling and the language of factual reporting or recording (SCSA,
2014b, ACELA1489) Reflect on learning, identify new
understandings and act on findings in
________________________________
different ways (e.g. complete a KWL
chart, propose action in response to
Optional: Plan, rehearse and deliver presentations (individual,
new knowledge
group, video) incorporating learned content and taking into account
the particular purposes and audiences (SCSA, 2014b, ACELY1689)
Learning Area 2 English

Reading
Students:
Identify that texts have

different text structures depending on
purpose and context.
Explain how language features, images

and vocabulary are used to engage the
interest of audiences.
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Writing
Create a structured informative text to

explain ideas for different audiences.
Edit their work to improve meaning by

checking grammar, selecting vocabulary
from a range of resources and using
accurate spelling and punctuation.
Speaking and listening
Listen for and share key points in

discussions.
Students make presentations and

contribute actively to class and group
discussions, varying language according
to context.
Knowledge (What are students expected to learn?) Skills (What are students expected to be able to do?)
HASS HASS
Identify the different roles of the Vikings. Brainstorm and identify what they know about Vikings.
The impact of significant Vikings on one or more societies (their Develop a range of focus questions to investigate.
culture and language) ( SCSA, 2014a, ACHASSK084) [concept: Locate and collection information from a variety of sources.
significance] Record selected information and/or data.
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Identify different views about the Vikings [concept: perspectives] Develop criteria for selecting relevant information.
Recognise the ethical protocols that exist when gathering Use a wide vocabulary of everyday historical terms.
information and/or data.
English
Plan, draft and publish an informative text (SCSA, 2014b, ACELY1694)
English
Interpret ideas and information in spoken texts for discussion (SCSA, 2014b,
Recognize that Standard Australian English has been influenced by ACELY1687).
many other languages (SCSA, 2014b, ACELA1487). Use of interaction skills (SCSA, 2014b, ACELY1688).
Identify the differences between the language of opinion and the Use of Microsoft Word processing program to construct, edit and publish written
language of factual reporting (SCSA, 2014b, ACELA1489). text (SCSA, 2014b, ACELY1697).
LEARNING OUTCOMES: What relevant goals will this unit of work address?
Students will be able to......
HASS English
Identify myths and true facts about the Vikings. Identify the difference between fact and an opinion.
Explore who the Vikings were and where they came from. Explore how to write an information report.
Compare between two different views of the Vikings. Identify the purpose of informative texts.
Develop a range of focus questions to research about their chosen Identify and explore the structure of an informative text.
Viking. Students identify the essential features to structure a paragraph.
Explore various ways the Vikings have impacted different societies. Students identify the subject-specific vocabulary in their notes.
Locate and collect information from a variety of credible sources. Organize and transfer their digital notes into personal notes on paper.
Assess sources from the library. Edit their draft with a checklist (CUPS checklist).
Record selected information. Type their good copy of their informative report into google docs.
Respect and reference others' work.
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UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE
Task description:
Formative assessments:
KWL chart; word wall ; oral questioning; whole-class discussions; multiple choice quiz (Kahoot quiz); exit pass/card; Think-Pair-Share; graphic organizer T
chart; and teacher observations raised hands.
These formative assessments help cater for students across the full range of abilities e.g. word wall helps students with spelling and writing. Extensions
throughout the unit of work enable students to think deeper or wider about the topic.
Summative assessments:
Students are to research a significant Viking and their impact on one or more societies. This information is to be used to write an informative report about
their significant Viking. They are expected to find information about their Viking and take notes in relation to the following big ideas for their body paragraphs
(characteristics, where he/she lives, what he/she does, and achievements) and ideas for their introduction and conclusion. Students will be completing their
own informative report, however, can share their research and findings with someone who has chosen the same Viking. The due date is Week 8 of Term 4.
Assessment Criteria: Derived from Achievement Standard or Content Descriptions and Skills or Scope and Sequence
Researching:
Questioning; note-taking; significance; and different sources.
Writing structure:
Introduction; factual information; paragraphs; and conclusion.
Editing:
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Capitalization; Usage and Grammar; Punctuation; and spelling.
Refer to Appendix B
Assessment recording template: (what will be recorded and in what format?)
Digital copy and printed copy (pasted onto an A3 coloured backing paper)
Feedback: (What sort of feedback will students receive?)
Positive, relevant and constructive feedback by helping students to recognize what is working or not working and steps they can take to improve. Examples may include:
During research: Acknowledge students effort. Recognize what is not working and why. Suggest google search tips such as inserting site:edu or other search words on the
word wall.
Self-assessment: (How will students reect upon and self-assess their learning?)
Student checklist (see Appendix A)
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UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION
Learning Experiences Assessment Resources

For/As
Learning
Students: Teacher: (Formative
Assessment)
1 What do I know about Vikings KWL chart Word wall used after revisiting brainstorm
Hardcopy
Ask direct questions: Hook (5 minutes): Facilitate a game of guess
using butcher paper
Are you from a character from a Movie? Who am I
Oral
Are you a boy? Are you a girl?
Ask who thinks they know what the theme of Questioning
this lesson will be?
Rule up example of KWL chart in their History
Word wall books:
Learning intention (WALT) Introduce (10 minutes): Title: Vikings Date:
- What I know about Vikings and What Learning intention
K
do I want to know about Vikings Participation in W
Success Criteria (WILF What I am whole-class L
looking for) discussions
- I wrote what I knew about Vikings
Know section of my KWL chart
- I wrote 5 or more questions under

What I want to know about section of
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your KWL chart.
- I actively participated and shared in

class discussions
The theme of Vikings and the first activity

Fill in the Know section of their KWL
KWL chart. Prompting questions and
chart then share with a partner.
examples such as use words to describe
Vikings what are they like? [E.g. fierce,
civilized, highly articulate, rough-looking,
strong, brave] What do Vikings do? [Raid,
farm, settle/colonize, explore and trade].
Students setup their brainstorm page in Quick brainstorm (5 minutes) for the word
their history book. wall. No lines required.
Students have 1 minute to brainstorm as Question prompts: Think what they wear,
many key words relating to Vikings such what they do, places they are from, what are
as longboats, axes, farmers. they like?
Students contribute to the word wall. Ask students (10minutes) to suggest words
Once that word has been used, students to go on the word wall.
cross it out on their page.
What I want to know about (10 minutes)

Fill in the What section of their KWL
chart. Provide question starters: 5Ws (Who, What,
When, Why, Where and How) and examples
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such as what language did the Vikings speak?

Are all Vikings fierce raiders? Why did they
go on raids?
If you want to write down more challenging
questions begin your question with why or
how. Sometimes what questions can lead to
these kinds of questions.
Revisit the word wall keeping or (10 minutes)

cancelling any words that students think
do not describe what Vikings are like.
Revisit their What section of their KWL

chart anything answered give a tick.
2-3 Who were the Vikings? Week 2: Reporting students learning to

Hook (10 minutes): Oral parents/carers via school newsletters about the
term ahead with information about what they will
Questioning
Identify myths and true facts about the Play a Viking-life Myth buster game. Share a be learning about in the different subjects and
Vikings by participating in a Viking-life series of facts about Viking life and ask other messages about birthday celebrations and
Myth buster game students to vote with their thumbs - thumbs the awareness of food allergies.
Multiple
up = true and thumbs down = false.
ACELA1489 choice quiz
Facts may include: Vikings only drank from
(Kahootz)
horns (false), Vikings liked to drink sour milk
(true). 1x History book per student
Exit pass/card
Learning intention (WALT)
- Explore who the Vikings were and Link to MrChongs website for main activity and
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where they came from. link to quiz.

Success Criteria (WILF)
- I discovered a few myths and facts
about the Vikings List of Viking-life Myth buster facts in USB
- I wrote examples of the different roles
of the Vikings
PowerPoint slide Who were the Vikings?
- I discovered which countries the - The kinds of Vikings/ Passages for students to
Vikings came from read where they identify key words about
Vikings Added to our typed brainstorm.
- I shared my findings respectfully with
E.g. Slide 9 and 10 of this resource 1
my classmates
- I showed active listening skills
- I recognized what I knew and did not

know about the Vikings Chromebooks and tablets
- I corrected any findings that were not
true.
Kahootz quiz set up
Teacher login
Student link: https://kahoot.it/

Watch a video and participate in a (10 minutes) Present video clip The Vikings
discussion about it. In a nutshell (NutshellEdu, 2014) [With
captions on]. Discuss:
Where did the Vikings come from?
[Scandinavia] Student ruling up example
What were Vikings known as? master

seafarers raiders settlers traders
Identify where Vikings came from. Title: Vikings as Date:
explorers farmers
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Why were monasteries popular targets? Farmers Traders

[They were unprotected]
Seafarers Reflect
Whole-class discussion (10 minutes) via

PowerPoint slides on key questions such as
Who were the Vikings? Were all Vikings Bad?
And introducing the different roles of the
Vikings.
Main activity:
In groups of 3, students explore the Show (20 minutes) on the IWB how students
different roles of Vikings as a farmer, should write the sub-titles and guiding
trader or seafarer. questions before providing their written
responses in the first three sections of their
page.
Students fold their page into four
sections and write their name, date and
title at the top. Title: Exploring the As farmers
different roles of the Vikings (Guiding questions How do you know
Vikings were farmers? What did they use,
grow or have?
Extra question: Why was it difficult to farm in
Norway?)
http://www.bbc.co.uk/schools/primaryhistor
y/vikings/vikings_at_home/
As traders
(Guiding questions How do you know
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Vikings were traders? What goods did the

Vikings buy? What tool did they use to weigh
coins? Why did they use that tool?
http://www.bbc.co.uk/guides/zw3qmp3
As Seafarers
(Guiding questions How do you know

Vikings were seafarers? What things did they
invent or use to suggest this?
https://study.com/academy/lesson/vikings-
lesson-for-kids-facts-history.html
- Quiz questions and information

sheet available in USB.
Students (10 minutes) are given time to
discuss and share their findings so they
can write it in their books ready for the Extension options:
quiz. A) Explore the role of women during the
Viking age using a tablet
Source 1
Students (10 minutes) use the tablets or Source 2
chromebooks to access the website
kahoot typing in the pin to begin the quiz
as a class. B) Explore What happened to the Vikings?
Using a tablet.
Reflection (5 minutes):
In the fourth section of their page, C) Exploring one of their question in their
students write: Vikings are [finish the KWL chart
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sentence]. What is something new you

have discovered about Vikings? [Use this
D) Draw small Viking-related pictures in blank
question as an exit pass telling the
space of the worksheet.
teacher or a friend]
4 Vikings raids Looking at the Sagas Hook (10 minutes): Read The Last Viking by
Norman Jorgensen & James Foley.
Oral T chart with Title: Vikings Looking at the Sagas
Key question: How were the Vikings
Questioning Date
perceived in the book?
- Compare the different views of Vikings.
Think-Pair- The Last Viking by Norman Jorgensen & James
Share Foley
- I discovered two different views about
the Vikings
- I listened actively Graphic PPT with the extracts sourced from

organizer T http://www.ncte.ie/viking/less2.htm
- I shared my ideas during discussions
chart
- I respected others views
KWL Chart
Introduction (5 minutes)
From the eighth century onwards, the Vikings

travelled far and wide. They traded with
many nations, but they also raided foreign
lands, stealing goods and treasures. Today
we are going to explore two different points
of views of the Vikings and then of the monks
by looking at a few extracts from Egils saga.
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Egil's saga: an Icelandic narrative on the lives

of the clan of Egill Skallagrmsson, an
Icelandic farmer and viking. The narrative
shares about Egil's progression from youthful
savagery to mature wisdom as he struggles
to avenge his father's exile from Norway,
defend his honour against the Norwegian
King Erik Bloodaxe, and fight for the English
King Athelstan in his battles against Scotland.
Read each extract from the resource
Students create T chart to compare the Think Pair Share (10 minutes)
different views of Vikings.
1. Why did the Vikings go on raiding
expeditions?
- Do you think the type of land in

which they lived had anything to do
with Viking raids? Why?
2. At what time of year did the Vikings

go on these expeditions?
3. Why did they choose this time to
travel? [The sun never sets during
summer especially in the
northernmost parts of Europe]
4. Why do you think Thorald divided his
men into groups when they went
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ashore?
Extension:
Write a diary entry about your very first
Viking raid. What happened? What were you
thinking? How were you feeling?
Write a diary entry as a monk whose

monastery is under attack from Vikings.
What happened? What were you thinking?
How were you feeling?
Reflect/recap:
Add to L section of the KWL chart.
5 Intro to informative report writing via Ric Facts and opinion cards about Vikings
Publications
10 minutes) Hook:
Display a number of facts and opinion cards Oral RIC Publications Information report
To identify the difference between fact about Vikings. Students take one card and Questioning
(See Appendix C)
and an opinion (SCSA, 2014b, decide whether their card is a fact or opinion.
ACELA1489) Discuss key differences between a fact and
an opinion [E.g. Objective vs subjective Teacher
language] observations
raised hands Informative text examples for jumbling (See
Appendix D)
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- Explore how to write an information

report
- I recognized the difference between a
fact and an opinion
- I identified the components in an

informative text structure
- I identified, sorted and ordered

paragraphs into an information report
- I showed active listening skills
- I worked respectfully with others
(5 minutes) Today we are learning to write an

Students identify the purpose of informative report. We will also be choosing
informative texts (SCSA, 2014b, a significant Viking we would like to know
ACELY1678) more about. Introduce informative writing by
watching the Informational Writing For
They identify and explore the structure Kids video on YouTube. Ask:
of an informative text (SCSA, 2014b,
ACELY1690) Why do people write informative
texts? [to share facts with others; to
gain a better understanding about a
living or non-living subject]
What does non-fiction mean?
[writing that is informative or factual
rather than fiction]
What text structure might you find
in an informative text? [Introduction,
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Description, Conclusion]
(10 minutes) Introduce Ric Publications

information report structure with examples.
(10-15 minutes)
Example informative texts jumbled per
paragraph
Recap questions: (5 minutes)

What might you find in an informative text
structure? Do we use facts or opinions in
informative texts? Why?
Students identify, sort and order

information sections into an informative
report. They also check which body
paragraph matches with which big idea
by reading the paragraphs carefully.
Extra:
Create an example together as a class
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using their prior knowledge from a

previous project.
E.g. Longboats
6 Fact cards for Vikings of interest.

As simple as E.g. 874AD: Ingolfur Arnasrson, a rich
What impact did the Vikings have on a Hook (10 minutes):
and influential Norwegian chieftain sails to Iceland
certain society?
Looking at a range of fact cards. KWL chart and settles in Reykjavik. Source 1
Developing a range of focus questions to
Select a Viking of interest (e.g. Erik the Red, 1000: Leifur Eirksson (Leif Eriksson), Leif the
research about them
Leif the Lucky, Olaf II Haraldsson or other Lucky, discovers North America and names it
Teacher Vnland (Wineland).
explorers
observations
Students find a buddy pair among those raised hands Rollo (c. 846 c. 932)
who chose the same Viking. was a Norse Viking who was founder and first
Introduction (5 minutes): ruler of the Viking principality which soon became
known as Normandy.
Learning intention (WALT) Erik Thorvaldsson (950 AD-1003)

Refer to the information report features in , known as Erik the Red, is remembered in
- Develop a number of focus questions
Ric, particularly the big ideas about a medieval and Icelandic saga sources as having
to research about one significant Viking.
person: characteristics, where he/she lives, founded the first Norse settlement in Greenland.
Success Criteria (WILF) what he/she does, achievements
- I wrote 5 or more different questions to Leif Erikson (Died 1020)
Brainstorm (10 minutes) the kinds of or Leif Ericson was an Icelandic explorer regarded
research using the 5Ws question starters
questions we can ask relating to each of as the first European to land in North America,
- I identified my key questions and these big ideas. nearly 500 years before Christopher Columbus.
supporting questions
These will be organized into a note-taking Cnut the Great (990 AD- 1035)
- I found a study partner who chose the page (5 minutes) in their history books like in , more commonly known as Canute, was a king of
Denmark, England, Norway, and parts of Sweden,
same Viking the example:
together often referred to as the Anglo-
Ric publication big Research notes + Scandinavian or North Sea Empire.
ideas reference links (in
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informative text Google docs -

Chromebooks)
Achievements
+ Student Ingolfur Arnasrson developed a wool mitten with
questions under a cup holder attached to battle the elements
each big idea now known as the Hanskie
Erik the Red and Leif the Lucky

Flki Vilgerarson 1
Under one of the big ideas, students must
include the question, How something they
have done or achieved has impacted on a
society [a community of people such as
Iceland, Greenland etc]
~20 minutes more
Info: The Vikings colonized many of these

places, meaning they took over governments
and brought the people their language and
customs, changing their culture forever. In
fact, we have the Vikings, in part, to thank for
the English language: the words angry, die,
root, skill, husband, freckle, and Thursday, to
name a few, come from the Vikings!
Impact: Culture, Religion Norse paganism,

Inventions, Seafarers,
Settlement/establishment (ASCD, 2012;
Explore various ways the Vikings have Edutopia, 2010)
impacted different societies.
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The old Norse language has shaped Modern

English (Harris, n.d., p. 90; Jepsen, n.d.).
exploring the impact the age of the Vikings
has had on the establishment, cultures or
language of todays societies
Info:
Viking culture had a lasting impact on the art,
technology, society, religion, and trade of
every population they encountered
Their religion made a huge impact to other

religions we have today such as Christianity.
For example a "Christmas tree" originated
from a Norse tradition of worshiping a large
tree on one of their holidays. Also the
legends of their religion still live on today.
While some Vikings were raiders and

warriors, the majority were explores and
traders. The Vikings undertook extensive
trade and built a trade network that
eventually covered all of modern Europe,
Russia, the Middle East, Northern India, and
even China.
They also had an influence on...
The Vikings made great achievements in
technology on a wide variety of fronts. They
mastered the construction and sailing of the
longship. Because of the technology of their
long ships they were able to sail all the way
to Canada
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One of the finest surviving examples of

Viking art is the ornate carving on the prow of
the Oseberg burial ship which was
elaborately decorated in the characteristic
"gripping beast" style. Their skill in
metalworking allowed them to produce fine
hacksilver and jewelry, including brooches
and lockets, in addition to beautifully
decorated and embellished weapons and
armor.
http://www.sourcinginnovation.com/archaeolo
gy/Arch07.htm
Reflect/recap:
Add to L section of the KWL chart.
7 Teacher Week 6: Reporting students learning to

observations parents/carers via letters home and followed up
Locating and collecting information Hook:
raised hands with a call to inform them that their child will be
Locate and collect information from a Video about finding and using information on receiving an award at the assembly.
variety of sources + Record selected the internet - YouTube (Curtin Library,
information and/or data (e.g. develop 2014a)
note-taking strategies)/ + respecting
Discuss key points
others' work Example resources for students
E.g. Some information might be trying to sell
you something
E.g. Check the date of the source and if the A3 paper

same information is presented in multiple
sources
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E.g. We can use a variety of sources such as

books from the library
E.g. Wikipedia is not credible why? [because

anyone can add to it]
Introduce learning intention and rubric (see

Appendix B)
Before (5 minutes) we begin researching, we

Learning intention (WALT) are going to do a few checks. Hands up if you
- Research and record information from think you can identify key search words to
a variety of credible resources research. Lets put that to the test.
- I selected relevant notes to copy into Who can tell me the key search words in this
my google docs. sentence? How do you know that?
- I inserted a reference to each of my - Indicate details that can help us in

digital notes taken. the google search page e.g. key
search words are in bold; and the
- I shared my findings respectfully with green can show what kind of website
my classmates it is
- I can search key words in google and - Show (10 minutes) and explain the
find relevant information about my topic cheatsheet/checklist about urls +
assessing the credibility of the
- I found three or more credible websites info/webpage.
- I worked respectfully with my - (Identify credible websites)
classmates Examples + non-examples
(Wikipedia)
Site: edu
Site: gov.au
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site: org
site: com
Prompt (5 minutes) students to group

together with other researchers studying the
same person. Students think carefully and
write key words to help in their search with
the Vikings name in the centre (A3 white
paper) [e.g. Biography, history]. Students
write their names on the bottom right
corner. Students refer back to this giving it a
tick (if they were successful in finding
information with that term) or a line through
the word (if they were not successful with
that term)
Before (5 minutes) you start researching, we

are going to have a short discussion about
respecting others work.
Example: If I was the take ____s lovely work
and put my name on it, would that be the
right or wrong thing to do. Show me with
your thumbs. In the same way, we should not
take someone elses work from the internet
and call it our own. One way we can be
respectful to others work by referencing
where these ideas came from in other
words, we are acknowledging their work.
Show students where to insert the reference

below their notes taken in the google docs
4 by 2 grid.
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Note: Later these references will be placed at

the end of their report.
Prompt students to setup their google docs

note-taking page before finding and
collecting information.
Show students the stages they went through:

Project process
Questioning > Locating and collecting
information selected information in google
docs > Transferring and personalising notes
on paper (history books) > Drafting on paper
> Editing (CUPS editing Capitalization,
Understanding, Punctuation and spelling,
proof reading aloud to a friend > Teacher
check > Good copy on google docs > final
checks/editing.
8 Researching Selecting information Hook: Search tips for google video (Curtin
into google docs notes Library, 2014b)
Accountability
Learning intention (WALT) Introduce learning intention check
- Research and record information from
a variety of credible resources
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- I selected relevant notes to copy into
my google docs.
- I inserted a reference to each of my

digital notes taken.
- I shared my findings respectfully with

my classmates
Research time
Share their findings from their research

with another who has researched the Sharing time
same Viking (their buddy pair or
researcher group).
Accountability check:
Where they are at (hands up when pointing

to the different stages of completion) and
what is two things they have discovered
about their Viking.
9 Mini-lesson on Constructing a Paragraph View Paragraph Structure for Information Sourced from
Modelled writing. Reports (The Quiet Creative, 2015) https://www.teachstarter.com/lesson-
plan/constructing-paragraph-modelled-writing-2/
Students identify the essential features Discuss (5 minutes):
Oral
to structure a paragraph.
What is a topic sentence? What does it tell questioning
us? [Topic sentence: tells us the main idea or
topic of the paragraph]
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What are the next sentences about? What is Teacher Dictionary

their purpose [adding more detail to the observations
Chromebooks
main idea] raised hands
Tablets
What is the last sentence for? [provides an
example or evidence For example]
Exit card/pass
Why do we use paragraphs? [to organise our Panda text See Appendix E
ideas so it is easier to read]
Extra information for the scrambled panda text:
About elephants [easier difficulty]: Most
elephants can live for 50 to 70 years in the wild
About eagles [harder difficulty]: They are all
- Construct a paragraph
carnivores, crushing their prey with their sharp
claws
- I identified the different sentences that
make a paragraph
- I worked respectfully with a partner to

unscramble an informative text
- I recognize why we use subject-specific

language
(10-15 minutes)
Example informative texts jumbled per
Students identify, sort and order
paragraph. Once students have a go in pairs,
information sections into an paragraph.
reveal if they havent found out already that
They also check which body paragraph
there is two extra pieces of information that
matches with which big idea by reading
do not belong to it.
the paragraphs carefully.
Prompt (5 minutes) students to highlight the

Students then identify language features subject-specific words. Why do we have
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starting with subject-specific words. subject-specific words/vocabulary?
They are related words associated with a big

idea that create a common ground for
researchers/specialists of that area for
understanding/meaningful connection in
discussions.
It can also help with researching to search by

the key words.
(15 minutes)
Prompt students to find the subject-specific
Students identify the subject-specific words in their notes and find dictionary
vocabulary in their notes and begin meanings for them.
finding dictionary meanings using the
dictionary, Chromebooks or tablets.
Students write them in their (5 minutes) Reflect/Recap Rapid fire
questioning:
What are the types of sentences in a

paragraph?
Why are paragraphs so important when

writing informative texts?
Share with a partner one word you

discovered the meaning of for the first time
[can be used as an exit pass].
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10 - Organizing/sorting information into

11 personal notes on paper drafting
Introduce Learning intention
Teaching students how to convert notes to
Sentence types (See Appendix F)
sentences and paragraphs. [explicit
instruction]
- Example + elements of a paragraph

- Selecting quality information
As a class, students identify key words for

Learning intention (WALT) taking notes to form a paragraph about what
- Organize and transfer their digital notes Vikings really looked like.
into personal notes on paper - Finding key words or phrases specific to the
Success Criteria (WILF) question or category/topic
- I selected key words and phrases as
notes on paper
In groups of 4, students use those notes to
- I used my notes to make a sentence make a sentence. Each sentence is read out
to decide which we keep or discard.
- I used my sentences to form a
paragraph with a topic sentence - Looking at sentence types [image in
resource]
(When sorting google doc notes into
personal notes, students highlight the
URL of the information they took from)
Revisit how to create a paragraph with
sentences
1. Reading your sentences
2. Write a topic sentence that will introduce

the main idea of your paragraph
3. Decide which sentences will be first,
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second, third and so on. [Sentences that add

more detail]
4. Include an example or evidence sentence

[For example]
Students have a go at converting their DYI time

notes to sentences and paragraphs.
Students share their draft or completed Pair and share

paragraphs with a partner and checking
for understanding.
Accountability check:
Where they are at (hands up when pointing

to the different stages of completion) and
recap on the types of sentences.
12- Editing draft with a checklist (CUPS Hook: Week 8: Reporting students learning to
13 checklist) + typed good copy into google Think-Pair-Share parents/carers via an open day with light
docs. refreshments
If you were a Viking, which kind would you
Learning intention (WALT) be? Why?
- Edit my work using the CUPS method
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- I proof read someones informative
Introduce CUPS editing posters. Self- CUPS Self-editing checklist (See Appendix G)
report
(5 minutes) assessment
- I made changes to my informative rubric
report to be read easier
(See Appendix
(10 minutes)
- I used CUPS to edit my informative B)
Students partner up and proof read each
report
others work aloud.
- I worked respectfully with my Teacher rubric
classmates
(See Appendix
Students use the CUPS approach to edit their
A)
informative report.
(20 minutes)
After teacher checks, students share

Teacher checks after students have self-
their google document via google drive
edited and checked using their CUPS self-
Students print their report on a page and assessment checklist.
glue it on an A3 coloured paper.
Students can find images to print and

paste around the border of their A3
coloured paper.
(5 minutes) Revisit and add to the L

section of your KWL chart.
Exit pass On a post-it-note, write one

thing you enjoyed, one thing you did not
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enjoy about the project and one way if

could be different/improved.
14 Optional: Presenting report to the class
Students participate by using small card notes to write feedback (requires mini lesson on giving positive and constructive feedback).
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Written Explanation
1. Unit of works central focus
The overarching vision for the above Literacy-based unit of work is to promote the continuity of students development in the study of English (throughout
and beyond their schooling years) (curriculumyoutube, 2016) because it is central to the learning and development of all young Australians (Australian
Curriculum Assessment and Reporting Authority [ACARA], n.d.). English as an academic subject is perceived as a growing body of knowledge that can be
developed by language, literacy and literature (curriculumyoutube, 2016). It enables users to communicate knowledge, ideas and feelings, and build
structure to make their experiences meaningful in the world around them (curriculumyoutube, 2016); help create confident communicators, imaginative
thinkers and informed citizens; provide individuals with opportunities to learn to examine, understand, connect and build relationships with others and
with the world around them; develop reading, writing and spelling skills which help students to develop the knowledge and skills needed for further
studies, development and their future carer; and lastly, to become more ethical, considerate, informed and active members of society (ACARA, n.d.).
Australia is a linguistically and culturally diverse country, therefore, many aspects of Australian life and active participation are dependent on effective
communication in Standard Australian English (ACARA, n.d.). Globally, it is the primary language used in international affairs (Simion, 2012). The
Australian Curriculum: English is in support of nation-building to internationalisation (ACARA, n.d.). The Australian Curriculum: English provides the
framework for students to engage creatively and critically with literature to expand the scope of their experience (ACARA, n.d.). The era of the Vikings
have shaped the Australian society in terms of the English Language, seafaring, religion, skiing and international trading. In early lessons of this unit, the
focus is on the exploration on the era of the Vikings. This link provides key understandings and a contextualized approach to writing an informative report
later in the unit.
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2. Unit of works content descriptors and achievement standards
The above unit of works main focus in relation to the English curriculum is on planning, drafting and publishing an informative text (SCSA, 2014b,
ACELY1694). It is supported by a number of sequential lessons that addresses a series of English strands that includes using Microsoft Word processing
program (SCSA, 2014b, ACELY1697); interpreting ideas and information in spoken texts for discussion (SCSA, 2014b, ACELY1687); using interaction skills
(SCSA, 2014b, ACELY1688); understanding that Standard Australian English has been influenced by many other languages (SCSA, 2014b, ACELA1487) and
understanding differences between the language of opinion and the language of factual reporting (SCSA, 2014b, ACELA1489). The main History content
strand for this unit is chosen to complement the English component that explores the journey(s) of at least one world navigator, explorer or trader up to
the late 18th century including their contacts and exchanges with societies in Africa, the Americas, Asia and Oceania, and the impact on one society (SCSA,
2014a, ACHASSK084). The other HASS strands focus on giving students opportunities to develop their ability to question, think critically and communicate
effectively through researching their chosen Viking (SCSA, 2014a).
3. Understanding by Design/Backward Design approach to curricular planning
The Understanding by Design (UbD) framework basically offers a three-stage backward design process for curriculum planning. Firstly, it involves
identifying the desired results of the unit in consideration to the curriculum content standards and expectations. Secondly, the assessment evidence is
identified in reflection to the desired results. Thirdly, the lesson plans and activities are tailor-made to support students towards understanding
Page 42 of 59
important ideas and processes (ASCD, 2012). Numerous studies have shown that students learning is enhanced when teachers think purposefully about
their curricular planning, which is the core of UbDs framework that understanding comes by design (making intentional decisions) and not by good
fortune (chance) (Wiggins, 2012). The following framework has enabled me (as a practising teacher) to have more options and flexibility in the design of
my activities. This notion of adaptability and variety is advantageous to any practising teacher when selecting activities to meet the diverse needs of
students of the 21st century (ASCD, 2012; Readman & Allen, 2015, p. 251). Additionally, UbD helps to develop students autonomy with six facets of
understanding (the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess) to serve as indicators of understanding (ASCD,
2012).
The use of integrated programming also plays an important role in my curricular planning. It aligns closely with backward planning with the commonality
of looking beyond teaching facts and skills towards developing deeper conceptual understanding in students. These approaches to planning recognize the
richness and transferability towards students learning through the promotion of meaningful connections across subject areas and beyond. These qualities
may help to present mundane tasks like writing an informative report in a more engaging and interesting way. Inquiry models of learning such as Kath
Murdochs (2010) Integrated Inquiry planning model has also influenced my curricular planning with a focus on a big idea on Vikings. This model enables
teachers to think about key skills, strategies, qualities and values that will enrich students on completion of their projects.
4. The purpose of different assessment types and recording formats.
Assessment is an integral part of teaching and learning (SCSA, 2014c). It provides teachers with the means to assess fairly and purposefully towards
informative reporting and a school-wide evaluation process (SCSA, 2014c). Each assessment type is chosen intentionally for their design to meet their
Page 43 of 59
specific purpose. For instance, the KWL chart is initially used at the first lesson to reveal students prior knowledge and their curiosities about the Vikings.
It is also used throughout the unit of plan to help students to reflect on their learning which produces evidence of what they know, what they want to
know and what they learnt in one page. The word wall draws out the subject-specific language that is student driven and changed as students discovery
more about the Vikings. It is also used as a tool that is readable at any time for researching, writing or spelling purposes as it is posted up on the wall of
the classroom. Oral Questioning is used to elicit students thoughts as they develop questions for research, revisit what they have learnt and consolidate
their understanding.
Whole-class discussions are used to distribute information to students, collect information from students and to discover important concepts on their own
(Chizmar & Walbert, 1999). It also broadens their scope of understanding by listening to other ideas and perspectives. Think-Pair-Share offers maximum
participation by students who are able to express or listen to anothers ideas (Reading Rockets, n.d.). It also offers an opportunity for students to work
together to solve a problem or answer a question about an assigned reading or challenge (Reading Rockets, n.d.). Teacher observations focusing on raised
hands help me to quickly gauge students level of understanding on a concept, check for understanding or check where students are at in the process of
writing their informative report. Self-assessment enables the transfer of some of the responsibility for making decisions from teacher to learner, who
assumes a more active role in assessing their own work (Butler& Winne, 1995, as cited in McDonald & Boud, 2003). This is beneficial for students, as
Sadler (1989, as cited in McDonald & Boud, 2003) would argue, as they develop the ability to determine quality using multiple criteria when given
opportunities for guided but direct and authentic evaluative experience.
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5. A rich and creative summative assessment
The summative assessment is innovatively designed for a three-fold purpose. Firstly, it produces an informative report on a significant Viking. Secondly, it
extends students researching and writing skills for the purpose of reproducing subsequent informative texts that utilize factual language on a range of
topics. Thirdly, it develops students skills and knowledge like that of researchers and non-fiction writers. The acquisition of these skills could mean an
increase of career opportunities for students later in life (Edutopia, 2012). In completing the summative assessment, students learn to locate and collect
evidence in support of their research and draw reasoned conclusions. They develop a range of thinking skills such as questioning, evaluating (credible
sources), sequencing (in researching and writing) and comparing (factual information from a variety of sources) (SCSA, 2014c). These developed skills from
researching to writing would equip students with the tools for life-long learning and subsequent development towards pursuing their dreams.
6. Feedback approaches to support student learning
My approach to feedback is to become more responsive to the unexpected ways students may reveal their thinking and utilize this insight as a basis for
extending or redirecting teaching (SCSA, 2014c). I am working towards establishing an ongoing two-way interaction between student and teacher that
aims to support and extend student learning by providing positive, relevant and constructive feedback in a timely manner (Australian Institute for
Teaching and School Leadership [AITSL], 2014, 5.2; Readman & Allen, 2015, p. XXII). This communicates and directs students to recognize what is working
or not working and what they can do to improve before the final product. For example, if a student was doubtful about the researching process I would
encourage them to find out using the skills taught in class such as identifying key words or using google search bar to find credible websites. I would
monitor and follow-up on the student in question and provide sincere feedback that is task-oriented and specific [Feedback, n.d.). My other strategies in
Page 45 of 59
extending students learning include the use of self-assessment, comment-only marking and reflecting questioning (New Zealand Ministry of Education,
2009).
7. Alignment between learning tasks and achievement standards
The learning tasks are chosen in direct relation to the achievement standards because this unit of work was planned with the Understanding by Design
framework. My initial learning task is focused on drawing out students prior knowledge and curiosities about the Vikings using a KWL chart. This is
followed by learning tasks that involve exploring who the Viking were and where they came from to more high-order thinking questions by examining the
different views of the Vikings according to the Sagas. As students begin their research project, they are encouraged to develop high-order thinking
questions, which will lead to more detailed facts about their significant Viking. Each of these lessons within my unit of work are supported by meaning
and understanding-based instructional strategies, an approach that research has shown to make a difference in learning (McTighe & Seif, 2011, p. 11). For
example, my lessons include the use of graphic organizers, higher order questions, asking students to explain their thinking, and the use of specific reading
strategies that enlarge vocabulary and student conceptual frameworks (McTighe & Seif, 2011).
8. Reporting to parents about student achievement
The criteria for effective reporting to parents begins with establishing positive relationships with parents early on in the year via email, face to face or
phone conversations (KidsMatter, 2015a). This starts the relationship with a positive tone, which will make addressing any problems in school less
intrusive to the parent. Secondly, it is taking the time to send regular updates of their childs learning, achievements in class or a letter to introduce the
Page 46 of 59
terms plan of work for each subject. It could potentially be in-class activity where students create a post card for the teacher to post a card home to
parents (KidsMatter, 2015a). Thirdly, it is about getting parents involved where possible to build a strong parent-teacher partnership like with homework
and rich tasks that students are working on in class. The first reporting method of sending school newsletters about the upcoming term events and
program partly contributes to setting the scene with establishing first contact with new parents. The second reporting method that involves informing
parents/carers about the open day with light refreshments is an opportunity for them to visit the class and see their childs informative report as well as
the work done during the process such as note-taking and use of the self-assessment checklist. The third reporting method of sending letters home and
followed up with a call ensures parents/carers are aware if their child will be receiving an award at the assembly.
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References
Australian Curriculum Assessment and Reporting Authority [ACARA]. (n.d.). Retrieved from https://www.australiancurriculum.edu.au/f-10-
curriculum/english/rationale/
Australian Institute for Teaching and School Leadership [AITSL]. (2014). Australian Professional Standards for Teachers. Retrieved from
https://legacy.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
AITSL. (2016, April 19). Two-way communication [Video file]. Retrieved from https://www.youtube.com/watch?v=08NS3ppMBDo
Brady, L., Kennedy, K. (2009). Celebrating student achievement: assessment and reporting (3rd ed.). Frenchs Forest, NSW: Pearson Education
Australia.
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Appendices
Appendix A - Overview Informative Report adapted from informative text & CUPS editing
Informative Report Writing: Self-assessment checklist
Name:__________________________ Topic:_____________
Guidelines Check
Researching
Questioning I have developed a range of questions to guide my research
Note-taking I have selected relevant notes about my chosen Viking
Significance I have included facts about my chosen Vikings impact to one or more societies
Different sources I have researched my topic using books, the internet and other credible sources.
Writing Structure
Introduction I have included an introduction to identify and classify the topic.
Factual information My informative report contains detailed facts about the topic.
Paragraphs I have used paragraphs and sub-headings to organize my information.
Conclusion I have completed my text with a conclusion and concluding statement which sums up the information
presented.
Editing
Capitalization Each sentence begins with a capital letter.
All proper nouns are appropriately capitalized (names of specific people, places, or objects, e.g. London,
Brad, Diary of a Wimpy Kid).
Usage and Grammar The verbs and subjects agree throughout the entire text, i.e. they were, he was, etc.
All sentences are complete sentences that are easy for the reader to understand.
Punctuation There is punctuation at the end of every sentence (full stops)
When you read the text aloud, there are commas, colons, and semi-colons at the appropriate places (where
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you paused naturally).

A comma separates each item in a list, i.e. apples, oranges, and grapes.
Titles of books, movies, poems, newspapers, and so on are appropriately underlined, italicized, or placed in
quotation marks.
Spelling All words used in the text are spelled correctly. Any words in question were looked up in a dictionary.
Appendix B - Overview Informative Report adapted from informative text & CUPS editing
Informative Report Writing: Assessment checklist (Teacher)
Name:__________________________ Topic:_____________
4-5 2-3 0-1 Comments
Researching
Questioning Researcher can independently Researcher can Researcher identifies, with some help, at
identify at least 4 reasonable, independently identify at least 3 reasonable ideas/questions to
insightful, creative ideas/questions least 3 reasonable research.
to research ideas/questions to
research.
Note-taking Researcher selects relevant notes Researcher selects mostly Researcher selects mostly relevant notes
about their chosen Viking relevant notes about their about their chosen Viking with some
chosen Viking assistance.
Significance Researcher includes 2 facts about Researcher includes 1 fact Researcher includes 1 fact about their
ACHASSK084 their chosen Vikings impact on about their chosen Vikings chosen Vikings impact on one society with
one society. impact on one society. some help.
Different sources Researcher uses 3 or more Researcher uses 2 or more Researcher uses 2 or more credible
credible sources including book credible sources. sources with some help.
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and internet sources.

Writing Structure ACELY1694
Introduction Writes an introduction that Writes an introduction Writes an introduction that identifies and
identifies and classifies the topic in that identifies and classifies the topic with some guidance.
a clear and concise way. classifies the topic.
Factual information Contains specific, detailed and Contains detailed facts Contains detailed facts about the topic
ACELA1489 thorough facts about the topic. about the topic. with some help.
Paragraphs Uses paragraphs and sub-headings Uses paragraphs and sub- Uses paragraphs and sub-headings to
to organize information. headings to organize most organize most information with some help.
information.
Conclusion Writes a conclusion and Writes a conclusion and Writes a conclusion and concluding
concluding statement which sums concluding statement statement which relates to the topic.
up the information presented which sums up the
well. information presented.
Editing
Capitalization Each sentence begins with a Most sentences begin with A few sentences begin with a capital letter.
capital letter. a capital letter.
All proper nouns are appropriately Most proper nouns are A few proper nouns are appropriately
capitalized (names of specific appropriately capitalized. capitalized.
people, places, or objects, e.g.
London, Brad, Diary of a Wimpy
Kid).
Usage and Grammar The verbs and subjects agree The verbs and subjects Some of the verbs and subjects agree
throughout the entire text, i.e. mostly agree throughout throughout the entire text.
they were, he was, etc. the entire text.
All sentences are complete Most sentences are Some sentences are complete sentences
sentences that are easy for the complete sentences and that can be read sometimes.
reader to understand. can be read.
Punctuation There is punctuation at the end of Most sentences end with a Some sentences end with a full stop.
every sentence (full stops) full stop.
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When you read the text aloud, When you read the text When you read the text aloud, there are
there are commas, colons, and aloud, there are often sometimes commas, colons, and semi-
semi-colons at the appropriate commas, colons, and semi- colons at the appropriate places (where you
places (where you paused colons at the appropriate paused naturally).
naturally). places (where you paused
naturally).
A comma separates each item in a A comma separates each A comma separates each item in a list
list, i.e. apples, oranges, and item in a list most of the sometimes.
grapes. time.
Titles of books, movies, poems, Most titles of books, Some titles of books, movies, poems,
newspapers, and so on are movies, poems, newspapers, and so on are appropriately
appropriately underlined, newspapers, and so on are underlined, italicized, or placed in quotation
italicized, or placed in quotation appropriately underlined, marks.
marks. italicized, or placed in
quotation marks.
Spelling All words used in the text are Most words used in the Most words used in the text are spelled
spelled correctly. Any words in text are spelled correctly. correctly with some help. Student attempts
question were looked up in a Student attempted to look to find the words in a dictionary.
dictionary. most words in a dictionary.
Appendix C RIC publications informative report
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Appendix D Informative text examples
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Appendix E Panda example text
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Appendix F Sentence types
Appendix G
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Page 59 of 59

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17092492 Kesta Chong Assessment 2: ePortfolio

TASK 1: Self-Assessment and Professional Learning Plan .. 2

1. Part A: Self-assessment against the AITSL Graduate Standards 2

2. Part B: Assessing your resilience .. 5

Task 2: Planning, Assessing, Record Keeping and Reporting 8

3. Backward Design The Vikings Unit of Work.. 8

3.2 Stage 2: Assessment Evidence.. 8

3.3 Stage 3: Plan Learning Experiences and Instruction 9

TASK 1: Self-Assessment and Professional Learning Plan

Part A: Self-assessment against the AITSL Graduate Standards

Section 1: AITSL Graduate My goals for this Actions to develop Indicators of

Short Term Goals

Professional Knowledge By the end of Gather information Used two or

Professional Knowledge By the end of Gather information List of strategies

3.6 Demonstrate broad evaluate teaching as Smyths model

Professional Practice I will research, Gather information A document with

5.1 Demonstrate By the end of Access various A document

practice findings. feedback

Part B: Assessing your resilience

Arrange for mentor

Module B: By the end of Access Students are

success and valuable tool for success and

Long Term Goals

TASK 2: Planning, Assessing, Record Keeping and Reporting

Backward Design The Vikings Unit of Work

STAGE 1: Curriculum Links

Change and Continuity Cause and effect Perspectives Empathy

Learning Area 2 English

Use interaction skills such as acknowledging anothers point of view

Understand that Standard Australian English is one of many social

Learning Area 2 English

Identify that texts have

Explain how language features, images

Create a structured informative text to

Edit their work to improve meaning by

Speaking and listening

Listen for and share key points in

Students make presentations and

Students will be able to......

UNDERSTANDING BY DESIGN STAGE 2: ASSESSMENT EVIDENCE

Capitalization; Usage and Grammar; Punctuation; and spelling.

Assessment recording template: (what will be recorded and in what format?)

Feedback: (What sort of feedback will students receive?)

UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Learning Experiences Assessment Resources

- I wrote 5 or more questions under

your KWL chart.

- I actively participated and shared in

The theme of Vikings and the first activity

What I want to know about (10 minutes)

such as what language did the Vikings speak?

Revisit the word wall keeping or (10 minutes)

Revisit their What section of their KWL

2-3 Who were the Vikings? Week 2: Reporting students learning to

where they came from. link to quiz.

- I showed active listening skills

- I recognized what I knew and did not

Student link: https://kahoot.it/

What were Vikings known as? master

Why were monasteries popular targets? Farmers Traders

Whole-class discussion (10 minutes) via

Vikings were traders? What goods did the

(Guiding questions How do you know