EDN2104 - TASK 1:

Outline what you believe to be the personal and professional role of an Australian Teacher of Literacy &
English in Primary schools in the 21st Century.

I believe that the most prominent personal roles of an English & Literacy teacher in the 21st Century
are recognizing diversity, embracing differences and exercising varied teaching & learning strategies
to motivate and engage all learners, all whilst providing generic duty of care. This involves having
compassion, confidence, good organisation, effective communication skills, time-management and
the ability to implement an engaging curriculum within a safe, non-discriminative, positive, engaging
& stimulating learning environment. Teachers are expected to implement the values & codes of
behaviours expected by society, treat everyone fairly and provide equal opportunities for learning
and engagement for each individual student, help where appropriate and cater for individual needs.
This can be done through the implementation and practice of individual/group,
collaborative authentic tasks paired with shared decision-making with the older primary students.
All of the roles discussed above are part of the Australian Professional Teaching Standards (APTS),
which teachers are required to have outstanding familiarity with and be able to demonstrate
Professional Knowledge, Professional Practice and Professional Engagement through the following:

Knowing students & how they learn

Know the content & how to teach it

Plan for & implement effective teaching & learning (strategies)

Create & maintain supportive & safe learning environments

Assess, provide feedback & report on student learning

Engage in professional learning

Engage professionally with colleagues, parent/carers & the community

EDN2104 - TASK 2:
Language acquisition theories and theories of teaching and learning language are fundamental to how
you teach English. List and briefly describe at least four language theorists/theories for your future
reference (APST 1.2)

Jean Piaget:

Relationship between cognitive development & language skills. Sensori-motor (0-2); focus on
movement/physical reactions, (mouth movements/shapes=different sounds, imitation of
sounds), pre-operational (2-6); child talks constantly, not much said aloud, no awareness of others
viewpoints, no difference talking with others or thinking aloud, concrete-operational (7-12); capable
of using logic & problem solving, language is specific/concrete facts not mental concepts, formal-
operational (12+); begin to reason & make mental distinctions between self & ideas, use language to
debate theoretical concepts.

Lev Vygotsky:

Language is a social concept developed through social interactions, language acquisition involves not
only a childs exposure to words but also an interdependent process of growth between thought &
language.

B.F. Skinner:

Children learn language based on behaviourist reinforcement principles by associating words with
meanings (learn language through operant conditioning- children receive rewards for using
language in a functional manner. This theory also suggests that children learn language through
imitation of others, prompting, and shaping.

Jerome Bruner:

Based on the idea that the goal of education should be intellectual development. 3 models of
representation; enactive- knowledge through actions, iconic- visual representation/summarization
of images & symbolic representation- use of words & other symbols/gestures to describe
experiences.
EDN2104 TASK 3:

Choose a platform to develop your own Professional Learning Portfolio framework (if you haven't already
done so). Use the AITSL professional standards and sub-standards as headings, upload all of the english
websites introduced in EDN235 (formerly EDN282) to the appropriate standard for your future reference
whilst on placement.
EDN2104 TASK 4:

This week explores your resilience and reflective practice; two essential skills for future teachers. First,
complete the BRITE Module B - Building Resilience Module B. Second, snapshot your toolkit.
EDN2104 TASK 5:

Choose a literacy program to review (preferably one being used in your school context). Comment on the
literacy knowledge required of teachers to implement the program and the language acquisition theories
it draws from.

First Steps Resources

PLUS
Conducive and accessible
resource
Depicts exactly which level
students are in respective to
their skills & capabilities
Covers all aspects of literacy-
speaking and listening, viewing,
reading and writing
Provides base lesson
ideas/learning outcomes for
teachers
Defines and critically depicts
learning outcomes
Clear instructions of what needs
to be taught by the teacher
Not for one specific year group
(in primary school), instead is
used for grouping capabilities
and teaching based on students
acquired capabilities & skills.
Free resource
MINUS
It is for teachers only
Doesnt give fun and engaging
lessons
It is very complex
There is a lot of information to
process for teachers
Can be confusing for a someone
that hasnt used it or hasnt had it
explained
Not for one specific year group
(in primary school)
May require a lot of testing to see
what level students are
INTERESTING
First Steps Third Edition materials
are made up of four interwoven
strands of literacy: Reading, Writing,
Speaking and Listening, and
Viewing, which symbolise the
interrelatedness of literacy learning.
All strands are threaded with
practical, accessible, classroom-
tested teaching procedures and
activities.

To implement the First Steps Literacy Program teachers are obligated to:
1. Plan for & design learning experiences for the students
2. Act & do, implement plans
3. Reflect & review on how the activities went/worked
4. Question & identify individual and group strengths, interests and goals
5. Repeat the process.
Throughout this cycle, teachers are frequently collating data on student progress, ensuring that activities
are authentic and student-centred.

The First Steps Literacy Resource isnt designed or based around specific year groups, but instead allows
teachers to gage a students progress, learning and current positioning in comparison to the class by
grouping them in terms of their capabilities & skills. To determine where a student is positioned/graded
in one area of literacy (reading, writing etc) the teacher must observe, assess and make judgements on
students (which can be time consuming). Although the First Steps Literacy Resource clearly outlines what
needs to be taught and what the students learning outcomes should be, the information is quite shallow
and the learning experiences/lesson ideas given in the resource arent overly collaborative, fun, engaging
or authentic in terms of student-centred tasks.

In my opinion the First Steps Literacy Program can be linked with the Four-Resource model where for
students to be able to understand the tasks & learning experiences they are given, they need to firstly
attain & develop the skills/knowledge, and then implement them to be a code breaker, text participant,
text user or text analyst.
EDN2104 TASK 6:

Ask your mentor teacher about the recommended literacy resources used at your EDN2104 school. In
consultation with your mentor identify what English has been taught to date for your classroom in Term,
1, 2 and 3. Identify areas of strength and weaknesses in the eyes of your mentor in preparation for place.
Caversham Primary School
Year 6
Miss Kerry Gillies

Literacy Programs currently employed to teach Literacy to Year 6:

Mentor Sentence 1. READ SENTENCE identify text parts (i.e. quotation marks, effect of
tone, adjectives, nouns etc.). 2. NAME 6 NOUNS. 3. IMPROVING changing nouns to their
own changing adjectives to their own (synonyms) without changing the meaning or tone of
the sentence (as a class). 4. INNOVATION re-inventing the sentence, making it their own,
re-writing it, changing adjectives, nouns & pronouns ONLY, can change/alter the tone.
Spelling W-T-W changing activities for the 3 spelling groups each day, tests for each
group on different days, the 1st day after a test, students word sort & glue into their
spelling books, the 2nd day after testing the students get new words, and the cycle
continues.

English content (from ACARA/SCaSA) already taught throughout Terms 1, 2 & 3:

Understand how authors often innovate on text structures and play with language features to
achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518 -
Scootle )
Investigate how vocabulary choices, including evaluative language can express shades of
meaning, feeling and opinion (ACELA1525 - Scootle )
Understand how to use knowledge of known words, word origins including some Latin and
Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell
new words including technical words (ACELA1526 - Scootle )
Experiment with text structures and language features and their effects in creating literary
texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800
- Scootle )
Understand how to use phonic knowledge and accumulated understandings about blending,
letter-sound relationships, common and uncommon letter patterns and phonic generalisations
to read and write increasingly complex words (ACELA1830 - Scootle )
Identify and explain how choices in language, for example modality, emphasis, repetition and
metaphor, influence personal response to different texts (ACELT1615 - Scootle )
Create literary texts that adapt or combine aspects of texts students have experienced in
innovative ways (ACELT1618 - Scootle )
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and
supporting arguments, sharing and evaluating information, experiences and
opinions (ACELY1709 - Scootle )
Analyse how text structures and language features work together to meet the purpose of
a text (ACELY1711 - Scootle )
Select, navigate and read texts for a range of purposes, applying appropriate text processing
strategies and interpreting structural features, for example table of contents, glossary,
chapters, headings and subheadings (ACELY1712 - Scootle )
 Plan, draft and publish imaginative, informative and persuasive texts, choosing and
experimenting with text structures, language features, images and digital resources
appropriate to purpose and audience (ACELY1714 - Scootle )
Re-read and edit students own and others work using agreed criteria and explaining editing
choices (ACELY1715 - Scootle )
Develop a handwriting style that is legible, fluent and automatic and varies according
to audience and purpose (ACELY1716 - Scootle )

English Literacy area/content focus for Term 4:

Understand that cohesive links can be made in texts by omitting or replacing
words (ACELA1520 - Scootle )
Understand the uses of commas to separate clauses (ACELA1521 - Scootle )
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and
explain ideas (ACELA1522 - Scootle )
Understand how ideas can be expanded and sharpened through careful choice of verbs,
elaborated tenses and a range of adverb groups/phrases(ACELA1523 - Scootle )
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone,
pitch and pace, according to group size, formality of interaction and needs and expertise of
the audience (ACELY1816 - Scootle )
Re-read and edit students own and others work using agreed criteria and explaining editing
choices (ACELY1715 - Scootle )
Develop a handwriting style that is legible, fluent and automatic and varies according
to audience and purpose (ACELY1716 - Scootle )

Literacy areas of strength:

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone,
pitch and pace, according to group size, formality of interaction and needs and expertise of
the audience
Re-read and edit students own and others work using agreed criteria and explaining editing
choices
Develop a handwriting style that is legible, fluent and automatic and varies according
to audience and purpose
Select and use evidence from a text to explain their response to it
Listen to discussions, clarifying content and challenging others ide

Literacy areas of weakness:

Understand the uses of commas to separate clauses
Investigate how complex sentences can be used in a variety of ways to elaborate, extend and
explain ideas
Analyse how text structures and language features work together to meet the purpose of
a text
Identify and explain how choices in language, for example modality, emphasis, repetition and
metaphor, influence personal response to different texts
Understand how to use knowledge of known words, word origins including some Latin and
Greek roots, base words, prefixes, suffixes, letter patterns and spelling generalisations to spell
new words including technical words.
 EDN2104 TASK 7:
Teachlive Lesson Plan and Teachlive Session Link:

Lesson Plan Descriptive Writing:

YEAR 5- MICRO LESSON (10 MINUTES)
DESCRIPTIVE WRITING - SPOOKY STORIES

Curriculum Goals

Curriculum:

AC English : Year 6 : Text structure and organisation: Understand how authors often innovate
on text structures and play with language features to achieve particular aesthetic, humorous
and persuasive purposes and effects (ACELA1518)
AC English : Year 6 : Creating literature: Create literary texts that adapt or combine aspects of
texts students have experienced in innovative ways (ACELT1618)

EAL/D (page 43):

Lesson
Description

Discuss:

What is structure of descriptive writing / What types of language might you

use in descriptive writing? SIMPLE AND COMPLEX SENTENCES
BEGINNING introducing context, characters etc, CLIMAX, ENDING not always
happy endings
Intro to
descriptive What are the types of words writes use to make their writing more
writing descriptive? ADJECTIVES
SPOOKY What are the key features of a spooky story
STORIES Setting types
Character types/personalities
Choices of descriptive words (adjectives to emphasise spookiness)
Dialogue?
 Create own simple and complex sentences to write the beginning of a spooky
story:
Students are given the beginning of a sentence, being It was a dark and
stormy night when suddenly
Students are required to use adjectives and descriptive writing structures to
write the beginning of a spooky story (1-2 sentences)
Students will be asked to share their spooky story beginning with the person
next to them (full class of 20 or more students) or share with the group
(small class/group lesson, 5-6 students)

Discuss/Guided Responses:

Who introduced characters into their story?

What personalities/types of characters did you create?
Who felt that they used descriptive language (adjectives) to emphasise
their writing and captivate the audience?
What are some examples of these words?
What words did you use?
I love how everyone used such creative descriptive words that suited the
theme/genre of a spooky story

Link to Teachlive Session:

https://clicktime.symantec.com/a/1/uYhazqjT_xqWbHBVBZjJjrMdKY0xqkp0do0Y2nWSx-
s=?d=oguytLxh7-6hiH1TH500x8He6eQKDyl-
fXXrtJEAduZ1H5zAosGfvwY2TxyQZN9OTOabroxFlnkPNSGIUzcr_mYR7K__WES7cNuxzmn8JqRKPW0j1
yXCXB9aWsjJccWnZpXJMGpvgxQ18LcKGse7Ir3mS4L9nQxn1BJr1QNxRbqXGh89f1dA5OVfN9Y83UjCv
8cffnm4kw5Ns1hGVxLvhJaNlfXPh12I5ehqJnbfIp5NDzHCKUrU1CX5y9GQHssPNmQ0Wq3GgGhJfJDLly
p4ExR5PyOXUpTxfEji_qxxDaJetgB8nQJ4Skd8EwiG40LbKznExbT7Yf4YtBWynBYJa9IBglMZOTl3w69-
lI1cqJGrCUHAp9EKgz20TuMY&u=https%3A%2F%2Fecho360.org.au%2Fmedia%2Ffb611f3d-7d88-
4573-97ad-e1bcde5a4065%2Fpublic
EDN2104 TASK 8:

Before your placement you need to profile the school context in which you are entering, being forensic is
being informed! Explore the MySchool website; Department school list; etc to reveal demographics, staff,
programs, etc. Contact your mentor teacher and obtain a class list and weekly timetable.

65 Coast Road
West Swan WA 6055

Phone Office: 08 9250 2711

Email Address: karen.otley@education.wa.edu.au

Caversham Primary School is situated in the suburb of West Swan at the southern end of the Swan
Valley region in Western Australia 15 km north-east of Perth. Many families are attracted to the
semi-rural lifestyle that the region offers and the sense of community evident from being in The
Valley of Taste. There are strong partnerships with parents and community members, with
Caversham Primary having an active P&C group, an efficient School Council and a band of volunteers
who give several hours of time each week to work with the students and staff.

Elected student councilors work hard to support a range of school programmes run throughout
Caversham Primary School, such as:
School Choir
Run Club
Getting it Right (Numeracy)
Primary Connections
Primary Extension and Challenge (PEAC)
Instrumental Music Program Guitar
Interschool Sports / In Term Swimming
Garden Enterprise Project
Online Curriculum Services project (OCS)
Sunshine Online
Reading Eggs
Study Ladder

School Facts
School sector: Government
School type: Primary
Year range: K-6
Location: Major Cities (Caversham, West Swan, 6005)

Students
Total enrolments: 297
Girls: 137
Boys: 160
Full-time equivalent enrolments: 273
Indigenous students: 2%
Language background other than English: 42%

School Staff
Teaching staff: 19
Full-time equivalent teaching staff: 15.6
 Non-teaching staff: 12
Full-time equivalent non-teaching staff: 7.5
Student Background
Index of Community Socio-Educational Advantage (ICSEA)
School ICSEA value: 1026
Average ICSEA value: 1000

School Distribution
Bottom quarter: 21%
Middle quarters: 30% and 29%
Top quarter: 20%
EDN2014 TASK 9:

As a new pre-service teacher in the classroom - design a one-page flyer that introduces you to your class
parent community. Begin with who you are and what you are doing over the fortnight. eg an educator in
your second placement and co-teaching (eg planning/teaching/assessing) Outline your personal interests,
talents, achievements include a photo (upload to LMS)

CARLY WILLIAMSON
PRE-SERVICE TEACHER

Parents of Year 6,

I am a second-year Pre-Service teacher studying a Bachelor of Education, Primary (HPE 1-10) at

Murdoch University. My passion for sports education came from my sport (Hockey) and has aspired
and driven me to become a Physical Education teacher who can teach in a dynamic, fun, fruitful and
inspiring way.

I will be at in your childs classroom for two weeks while at this school with the aim of developing,
implementing and reviewing classroom management practices, and my skills and knowledge of
teaching and learning strategies with the hope that I can in some way help, guide or inspire your
child. Over the two-week period I will be co-teaching, where I will take a number of lessons
alongside the classroom teacher who will be overseeing and guiding me as my mentor.

The aim of this Practicum Experience is to gain new skills, knowledge and capabilities while
implementing and developing already existing ones. It will help me in further boosting my
communication skills, ability to manage a classroom and gain understandings of school practices,
structures and classroom functioning. I will be mainly focused in the subject area of English.

My interests include sport and being outdoors, my known sport is Hockey, at which I have
represented both my state (Western Australia), the Northern Territory and Australia at both
National & International levels. My drive and dedication to my sport has provided me with a go get
it attitude and I believe that this will aid in me being a successful teacher and educator in your
childs classroom.

If you have any queries or questions please do not hesitate to contact me,

Kindest Regards and Many Thanks,

Carly Williamson
32468197@student.murdoch.edu.au
EDN2104 TASK 10:
Relationships are essential in schools. You will need to develop a relationship with your mentor and the
children whilst on placement as well as your fellow teachers, principal and parents. Complete the BRITE
Module R Relationships. Use your knowledge about your new school environment and co-teaching
strategies (upload BRITE TOOLKIT to LMS and upload Co-teaching Strategies handout to your eportfolio)