102092 SECONDARY CURRICULUM 2C

EAL/D
A1: Professional Task: Stage 6: Year 11 EAL/D English

Abstract
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17165378 Christina Manawaiti

 102092 SECONDARY CURRICULUM 2C EAL/D

Table of Contents
Part 1: Year 11 EAL/D English Module C: Texts and Society 2018........................0
Unit rationale.........................................................................................................................0
Knowledge...............................................................................................................................1
Skills...........................................................................................................................................1
Outcomes.................................................................................................................................1
Part 2: Three original professional resources.........................................................................................0
Resource 01: Transcript Benjamin Todd: TEDxYouth..........................................................................0
Resource 02: Joint Construction: Design a professional website.......................................................6
Step-by-step worksheet for joint construction - scaffold for www.wix.com...................................6
Inquiry questions:..........................................................................................................................7
Resource 03: Close Reading: Job Advertisement – Starbucks (2018).................................................8
Key learning tasks:.........................................................................................................................8
Part 3: Discussion.........................................................................................................................11
References...........................................................................................................................................15
Part 1: Year 11 EAL/D English Module C: Texts and Society 2018

Duration: 4-6 weeks / 20-30hrs

Unit rationale

In this module, students explore, analyse, respond to and compose a selection of texts that are commonly encountered in community,
vocational and academic settings. Students explore the role of textual features in the shaping of meaning in specific contexts. They investigate
how these texts communicate information, ideas, bodies of knowledge, attitudes and belief systems in ways particular to specific areas of
society. The unit covers three key areas: the world of work; community living and having a voice. Each area is structured using the four stages
of “the teaching and learning cycle: building the field, modelling the genre, joint construction and independent writing” (Gibbons, 2009, p. 115).

Texts: A range of types of texts drawn from nonfiction, film, images, media and digital texts.
 Students read and respond to a range of texts selected from: job advertisements; applications and other forms; information brochures
and technical manuals; news reports and editorials; web pages, speeches and interviews; and other relevant texts.
 Students compose a range of types of texts selected from: personal resumés, cover letters, work and accident reports; letters to the
editor; letters of complaint, appreciation and request; web pages; speeches and interviews; and other relevant texts.

Key Resources
Board of Studies NSW (BOSTES) (2007). English Stage 6: Workplace and community texts: Support document 2009, 2014. Retrieved from
https://www.yumpu.com/en/document/view/5238001/workplace-and-community-texts-english-stage-6-board-of-studies-
Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (Second ed.):
Portsmouth, NH: Heinemann.
NSW Department of Education and Training (NSWDET) (2005). In the workplace now: World of work. Retrieved from
http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/InTheWorkplace/workplace/resources_index.htm
NSW Department of Education Digital Education Revolution (DER-NSW) (2011). Getting ready for work. Retrieved from
http://www.resources.det.nsw.edu.au/Resource/Access/9bc20134-8721-4169-9619-155525c25a0b/1

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 This document is adapted from © NSW Department of Education, June 2017, Module A: Language and texts in context: Displacement; and references the
English EAL/D Stage 6 Syllabus © 2017, Year 11 Module C: Texts and Society. Copyright NSW Education Standards Authority (NESA).

Knowledge Skills Outcomes

 Students compare and contrast the
types of texts that are used in
community interactions, workplace
communication and formal learning
situations across different disciplines.
 They identify and explain the
purposes, and examine similarities and
differences in the language forms and
features used, in these types of texts.
 They consider what the texts indicate
and imply about prevailing customs,
norms, behaviours and organisational
cultures in the social and vocational
contexts in which they are used, and
the construction of knowledge in
particular fields of study and academic
disciplines.
The texts have been chosen to assist
students to develop:
 Skills in communicating in
community and workplace
contexts;
 Competence in their transactions
with organisations and systems.
 Development of skills in speaking
and listening, reading and writing.
 Key language skills –
metalanguage (NSWQTF)
o Intercultural communication,
technical terminology,
semantic fields, appropriacy
and jargon, textual forms and
features.
o Syntax, spelling and grammar
appropriate for their audience,
context and purpose.
A student:
EAL 11-1A responds to and composes increasingly
complex texts for understanding, interpretation,
critical analysis, imaginative expression and
pleasure
EAL 11-2 uses and evaluates processes, skills and
knowledge necessary for responding to and
composing a wide range of texts in different
media and technologies
EAL 11-3 identifies, selects and uses language
forms, features and structures of texts
appropriate to a range of purposes, audiences
and contexts, and analyses their effects on
meaning.
EAL 11-7 understands and assesses the diverse
ways texts can represent personal and public
worlds.
EAL 11-9 reflects on, assesses and monitors own
learning and develops individual and
collaborative processes to become and
independent learner.

Focus questions
How do composers communicate information, ideas, values and attitudes through workplace texts?
How is voice shaped by universal experiences, cultural backgrounds and schooling?

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 How are cultural, social and gender perspectives communicated through texts?

Learning Resources
 Learning Resource 01: Jigsaw task: Video – TEDxYouth (2015)
 Learning Resource 02: Joint construction: Design a professional website using www.wix.com (2018)
 Learning Resource 03: Close Reading – Job advertisement – Starbucks (2018)

Assessment as learning Assessment for learning Assessment of learning

Formative/informal
 Activating prior knowledge – quick quizzes
and brainstorms, group discussions, think-
pair-share
 Check for understanding: review quizzes,
exit tickets, 3-2-1 quiz, open-ended
questions.
 Student learning profile
Formative/informal
 Evaluate research questions.
 Evaluate own questions for interview.
 Reflect on performance in multimodal
presentation e.g. body language,
communication skills, presentation (clothing).
 Peer review of group task.
 Develop own bilingual word bank.
Summative (end of unit Assessment)
Multimodal presentation:
 Part A: Students work in groups of 4 to compose
perform and record a role play.
 Part B: Individual reflection
Outcomes: EAL 11-1B, EAL 11-2, EAL 11-7,
EAL 11-9.

Literacy ICT Differentiation

 Students plan, draft and refine their own Students develop skills in Differentiated programming is achieved through
written and spoken texts. the use of information  Student learning profiles including learning styles, prior knowledge,
technologies essential to experience, interest and talents.
 Students interpret and respond to texts in Students are given a variety of options including:
living and working in the
multiple modes and mediums.  collaborative and individual learning
twenty-first century
including: interaction in a  project-based work
 Students supplement their study of the  student choice
digital classroom, design a
module with texts of their own choosing.  teacher/student dialogue around learning activities
professional website and
explore internet job search Source: NESA https://educationstandards.nsw.edu.au/wps/portal/nesa/k-
 Students record their responses to texts and
sites. 10/understanding-the-curriculum/programming/differentiated-programming
reflect on their developing skills in reading,
Numeracy

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listening, viewing and responding in their
wide reading journal and focus on writing
journal.
Students can interpret data
in a graph or table and
show positive and negative
relationships in the data.
Specific to EAL/D learners (Gibbons, 2009)
 Focus on group and pair activities for peer to peer interaction.
 High challenge and high support activities (Wilson & Devereux, 2014).
 Build content knowledge, give clear and explicit instructions, model tasks
and processes, scaffold to joint construction and independent writing.

Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
EAL 11-1A Wide reading journal Wide reading provides students Wide reading journal
responds to and As an ongoing task throughout Year 11, students a personal experience of entry scaffold and
composes negotiate with their teacher(s) to undertake an reflecting on the texts they have wide reading list
increasingly appropriate program of wide reading, listening to and engaged with.
complex texts for viewing of texts. This includes a wide range of text Internet search
understanding, types- nonfiction, film, media and multimedia texts. Newspapers, on-line sites, Seek,
interpretation, Students record their responses to at least two texts CareerOne, indeed.
critical analysis, studied in this module and two texts of their own Visual texts – job
imaginative choosing. They are encouraged to read widely in advertisements, product
expression and addition to engaging with the texts studied. advertisements, cartoons.
pleasure  Suggested set texts: job advertisements, letters
to the editor.
 Student choice of texts. To encourage individual and
collaborative learning, students
Focus on writing journal choose a text to work on in pairs
(in preparation for Year 12 Module) but write their personal
 Set writing tasks reflections and judgements on
 Student selected writing task the texts themselves.
Fortnightly peer review of
journal entries and evaluation.
Week 1: Building the Introduction to Texts and Society Connecting to the real world HiHo Kids (Jul 6,

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
Field (Gibbons, 2009) Activating background knowledge, hopes and dreams 2017). YouTube.
 Do you remember your childhood dream jobs? Students share stories from https://www.youtube.
EAL 11-7 understands  What are you passionate about? their past, activating previous com/watch?
and assesses the  What are your interests? experience and memories, and v=RUup841pZrs.
diverse ways texts  What job or career are you aiming for? forming a common bond.
can represent  Do you know how to achieve your goals? personal and social capability State of NSW
personal and public  Are there expectations placed on you by your Department of
worlds. family, friends, teachers, school etc? Education and
Training (2005). In
Part 1: The World of Work Students write and report on the workplace now.
KWL: Pre-unit informal assessment: What do their own understanding of the
students know? what do they want to know? world or work. NSW Digital
Education Revolution
personal and social capability (DER-NSW) (2011).
Progressive Brainstorm Getting ready for
In groups of 4, each group is given a large piece of work.
EAL 11-1A paper with a centre circle containing the question:
Progressive brainstorm to share
What we know about the world of work.
ideas and to activate prior
 understand and  Each group has a different colour pen.
knowledge and expectations for
explain the issues,  Students brainstorm what they know, writing
learning.
ideas and down the words or concepts.
arguments in both  Every few minutes students move to the next
Allow the use of students’ first
fiction and group’s table leaving their paper behind and using
language to encourage
nonfiction texts their group colour pen add their ideas to the next
reflection of prior learning.
group and so on.
 identify and  Once back at their original sheet the group
describe the Visual literacy- students build on
discusses additions and briefly reports back to
contexts of their existing perceptions of
the whole group.
composing and working people and/or career
responding, for professionals using knowledge
Think, pair, share:
example personal, gained from the images.
Show a series of images that represent a range of

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
people and cultures in society, including employers, Students use dictionaries to
social, historical, employees and job applicants and unemployed. look up glossary of key terms:
cultural and  Ask students to describe what they can see. giving all forms of terms e.g.
workplace  How do these images suggest the roles people employ, employing, employed
contexts, and play in society? etc.
consider how  Pairs: students consider and discuss:
these contexts
What does it mean to ‘employ’ someone?
impact on meaning Bi-lingual word bank: casual,
What are the key definitions of an employer,
employee, employed, unemployed, part time, full-time, permanent.
employment.
What are the different types of work? Casual, Students to write sentences
part-time, full-time, permanent. using key terms such as all
How are people accepted or rejected in the forms of ‘employ’ in the noun,
workplace and community? verb and adjective forms.

Week 1: The Big Picture Google Classroom post (or other NSWDET (2005). In
EAL11-1A Text 1: Numeracy Task: interpret graph similar online platform) under the workplace now.
‘set an assignment’. Text 1: Australian
 understand and Teacher presents graph and directs students to
apply knowledge identify key features i.e. title, year, source, scale In pairs: Students discuss the Bureau of Statistics
of language forms (years and thousands), key symbols. key trends and perspectives graph from World of
and features about the workplace Work – activities 01,
Look at the graph of the changing workforce in
represented in the graph. 02, 03.
 predict the form Australia between 1990 and 2003. As you study it,
and content of notice the growing numbers of casual and part-time Students post a one paragraph
texts from workers compared to permanent workers. response to the focus questions
structural and on the graph.
1. What is the percentage increase of casual and
visual elements part-time workers between 1990 and 2003?
and contextual Word bank: casual, permanent,
information 2. Calculate the percentage increase of permanent part time.
(ACEEA006) workers between 1990 and 2003.

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
3. Is the trend for more or less casual work? What In pairs: Students identify work
do you think might be influencing this trend? and study conflicts in the NSWDET (2005). In
cartoon. the workplace now:
4. What is the opposite of casual work?
Students identify different the big picture.
Text 2: Visual task: Cartoon perspectives of the student, the Text 2: cartoon
customers and the employer. “Super Burger
5. Notice the reactions of the employers in the
background and the customers waiting to be NOW!”.
served?
6. Write a caption for the cartoon.
7. Write two points the cartoonist is making about
casual employment for young people.
8. Identify and explain two visual features that show
the problems of casual employment.

Week 2 Work texts and context Pair and group activity: DERNSW (2011).
EAL 11-1A Building the field: Writing a successful résumé (pptx) dictogloss Getting ready for
Dictogloss: Teacher: read-out-loud text notes from Students listen to read out loud work.
compose personal
responses to pptx. then share notes with a partner Powerpoint: Writing
individual texts  Definitions – clarify meaning in relation to and then work together to a résumé.
and groups of ‘resume’, résumé and curriculum vitae; and then create a new version. Dictogloss: Gibbons
texts and consider read the features of what is included / not In groups of 4 students compile (2009, p. 66)
the responses of included in a résumé. a new version and then self- Résumé examples:
others in both  Students listen/teacher read again/ students check/peer-check spelling and
written and listen again. grammar. Compare with original Recent school leaver and
spoken forms.  On third reading students take notes – key ideas, text for accuracy in meaning. school student seeking
words. casual work.
EAL11-3 Students correctly identify what http://www.careercentre.d
 Then ask students in pairs to share and rewrite
identifies, selects to include in a résumé. twd.wa.gov.au/FindingAJo
notes. Then in groups of four to rewrite whole text
and uses onto large sheet of paper. checking for accurate b/BePreparedAndGetOrga

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
language forms, grammar and spelling, subject-verb agreement, nised/Pages/ExampleResu
features and noun and verb endings. mes.aspx
Word bank:
structures of texts  Finally, show students the original text and
Resume, résumé, curriculum Youth Central
appropriate to a compare their texts with the original for
vitae resume templates:
range of purposes, similarities and differences, and concurrence in
meaning. https://www.youthce
audiences and
 Checklist what to include/not to include in résumé. ntral.vic.gov.au/jobs-
contexts, and Students identify key language
and-
analyses their Modelling the genre: structure and language: forms and features in résumés, careers/applying-for-
effects on Give groups of students several examples of specifically: headings, subheadings, a-job/what-is-a-
meaning. résumés. layout, clear details, ease of reading. resume/sample-
Draw attention to the text organisation. Students Students highlight in their own resumes/resume-
mark each section on their copy. models, examples of: template-vce-work-
Focus on key language features – students experience
descriptive words/sentences;
highlight on their own models.
statements of achievements and Example
Show examples of active text.
skills; use of action words e.g. worksheets: Getting
Identify action words and the achievement.
developed, developing, devised, ready; the résumé
Joint construction: plan, organise and write a résumé
established, co-ordinated, led, and résumé writing.
 Give students a blank résumé template (Scootle,
initiated.
My résumé) NSWDET (2005). In
Students actively participate in the workplace now.
 Ask student to contribute ideas on what to write.
the process of writing a résumé http://lrrpublic.cli.det
If any language errors, model correction. “Think
using the knowledge gained in previous .nsw.edu.au/lrrSecur
aloud” in joint construction.
stages. e/Sites/Web/InTheWo
 Constantly reread, clarify ideas, organise ideas,
Students construct a résumé, and rkplace/workplace/p
and correct grammar, spelling, and punctuation. art2/documents/wk_r
revise and edit their own work.
Independent writing: es_f201.pdf
Reading/writing journal:
 Give students another résumé template to
Reflection: Two things they
complete on their own. Advise them to use the
learnt. One thing they would still
examples from previous exercises.
like to know.
 Encourage students to check for clarity, meaning

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
and structure.
 This resume becomes a template for creating a
professional website.
Week 2 Learning Resource 01: video Jigsaw: Students divide into Learning Resource
EAL11-3 Jigsaw Task: Listening, reading, speaking, groups of four, with each 01: Jigsaw task
comprehension. member designated into an Text 3: Benjamin
identifies, selects
expert group for each focus Todd. (2015).To find
and uses Watch the short video with closed captions on. Pause
question. work you love, don’t
language forms, in some sections to answer the focus questions.
features and Listen/watch video with closed follow your passion.
Text 3: TEDxYouth – To find work you love…
structures of texts captions. Divide into the expert TEDxYouth.
Using 4 extracts from the video transcript students groups to discuss their focus
appropriate to a https://www.youtube.
do a jigsaw exercise to answer the focus questions. question. After a set time each
range of purposes, com/watch?
audiences and 1. Benjamin Todd suggests that your personal ‘expert’ rejoins their original v=MKlx1DLa9EA
contexts, and interests may not be compatible with a rewarding group and jointly produce a
and transcript with
analyses their work life. What are his interests? What is the group report on the TED video.
highlighted sections
effects on important question he asks about choosing a Each group reports back to for jigsaw task.
meaning career? whole class and check for
engage with a range 2. What kind of work / career did he end up in? How accuracy in meaning, context
did he get there? Who did he go to for advice? and understanding. Gibbons, P. (2009, p.
of imaginative,
What’s the name of his company? How did he 146). Jigsaw.
interpretive and
factual texts for decide on that name?
(If any difficulties with
different 3. What three things does Benjamin think “follow comprehension, play video
purposes, your passion” means to him? What are the again).
audiences and problems with the advice to “follow your
contexts passion”?
4. What does Benjamin mean by “Do what’s
valuable”?
*[the colours indicate the highlighted passage for Reading/writing journal:
reading]. reflection:

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
Reading/writing journal reflection: Do you agree or Students must use examples
disagree with Benjamin Todd? Why or why not? What from the short text, identifying
social or cultural conditions may be impacting on and explaining techniques to
your response? support their response.
Week 3 Learning Resource 02: Text 4: Creating a professional Students develop skills in the ICT lab, or BYOD for
EAL11-2 website using Wix.com use of information technologies all students.
Building on previous work looking at what essential to living and working
uses and evaluates
information goes into a résumé; what structure and in the twenty-first century.
processes, skills Appendix B: Learning
and knowledge language features are used and the drafting of a résumé, and Students will consider the
Resource 02: Joint
necessary for considerations to make when deciding on a career; students now relevant technology for
construction: Design a
responding to and construct their own professional website using the Wix.com presenting information from the
professional website
composing a wide templates. previous activities on creating a
written résumé, to applying the text
using www.wix.com
range of texts in Guide the students through the design of a (2018)
different media professional website. to a digital context.
and technologies Students reflect upon the (teacher and student
 Teacher: read through worksheet first and then
assess the process of website design and versions)
work through each step as shown on the
appropriateness worksheet. the difference in presentation
and effectiveness  Add/remove or edit sections as needed. styles in print and digital media.
of different  Frequently check students progress, answer Homework task: students find
processes and questions, give feedback. examples of print or digital job
technologies for Reading/writing journal: Reflection: Is the online advertisements to bring to next
presenting résumé the same as a written résumé? lesson.
information and What do you prefer? Which form do you think
ideas in a range of presents you in the best light? Which form will an
personal, social, employer prefer?
historical and
cultural contexts
Weeks 3 -4 Texts 5, 6, 7: Job Advertisements Whole group discussion: NSWDET (2005). In the
Build: In this section students look at a range of job Students identify the key workplace now: Job

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
advertisements drawn from retail, hospitality and methods that jobs are adverts language sample
EAL11-2 small businesses. Students respond to the advertised. sheet.
advertisements in written and spoken texts.
appreciate the ways
mode, medium Identify the ways that jobs can be advertised e.g.
and technology newspapers, noticeboards, agencies, online, hand-
affect meaning written notices in a shop window, online, apply in
person or send a résumé. Students identify key design,
and influence
layout, language forms and
personal response Model: structure and language
features used in advertising e.g.
1. Match abbreviations and meanings e.g. CV, p/t, brief, direct language, what the
w/e, jnr, snr. business is looking for in an
2. Teacher models: The language of advertisements: employee, points to be
(Job adverts language sample sheet) Text 5: addressed.
Advertisement 1: Coffee hut. One their example
sheets students circle/highlight the company
name, logo, abbreviations, contacts, job, and Students identify specific
terms. language used to attract
3. Guided: Text 6: Advertisement 2: modern furniture particular type of employee –
store. Highlight same areas as Adv 1. What is the persuasive language.
major difference from Ad 1? (send résumé).
Learning Resource 03:
4. Text 7: Guided reading of extended online job
Students compare and contrast Close Reading – Job
advertisement: Learning Resource 03: Starbucks
the short texts provided, rewrite advertisement –
a. Part 1: Interpret the visual image: identify
a section of an advertisement Starbucks (2018)
the key features represented of the ideal
and then create their own
employee. (teacher and student
advertisement.
b. Part 2: Job description: identify the versions)
language forms and features for the
specific context. Highlight emotive and Word Bank: barista, flexible,
persuasive language. Identify purpose and schedules, comprehensive,
target audience. training, ethically sourcing,
Joint: Rewrite the final paragraph “A Starbucks aspirations, autonomously

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
Barista”. Reconstruct the key qualities “To be a
Starbucks Barista”. Reflection: How do empolyers
Independent writing: create your own job communicate information, ideas,
advertisement values and attitudes through
Compose an advertisement for junior casual position workplace texts?
in a music store. State the days for working,
preferred areas of interest, presentation
requirements, application requirements e.g. send
résumé, or phone contact. Business and contact details.
Obtain peer feedback on the advertisement – will it
attract the right person for the job?

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
Week 4 Job applications: Cover letters and addressing Students describe, discuss and In the workplace
EAL11-3 selection criteria explain their prior knowledge of now: Writing a cover
Build: features of a cover letter job applications and the key letter and Sample
identifies, selects
features of a cover letter. cover letter. Margin
and uses Dictogloss: writing a covering letter… a cover letter
Students listen to short text and notes included.
language forms, includes…
features and with a partner create notes on
Teacher read out loud and reinforces from text what
structures of texts expected contents of a cover
the students already know and need to learn.
appropriate to a letter.
Model: Text 7: Sample cover letter for using
range of purposes,
advertisement for junior sales assistant in modern
audiences and Students listen, co-read and
furniture store. Margin notes.
contexts, and then in pairs highlight areas
analyses their Teacher read out loud. Identify business letter
related to focus questions.
effects on format, formal language, structure, addressing the
job, reason for applying, included résumé, contact details. Identify language forms and
meaning.
features of the genre.
Focus questions: Why does John want the job?
Comment on sentence structure. Give examples and
reasons.
Joint Construction: Write a cover letter for the
VideoPLUS job advertisement. Focus on language,
vocabulary, spelling, grammar, punctuation.
Write independently: A cover letter for the Starbucks
advertisement. Emphasise your personal traits, skills
and reason for applying.

EAL 11-3 Interview Skills Visual literacy: students “Sorry I’m late…”
Students: Build: Cartoon: “Sorry I’m late…” interpret the perspectives of the Cartoon image (408
 Video: What not to do in a job interview. employer and the applicant in x 392px). Retrieved
respond to and
 Powerpoint: Interview skills the cartoon. 29 March, 2018 from
compose a range
www.stuntdubl.com.
of texts for Model: Role play an interview with a student as

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Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
specific purposes, employer – write script for student. Show do’s and Students identify the key What not to do in a
audiences and don’ts of an interview. characteristics of good job interview.
contexts in both Construct a checklist of interview skills. Ask interview skills, noting body YouTube.
written and students to mark on the checklist the good and bad language, verbal and non-verbal https://www.youtube.
spoken form, and features of the performance. skills. com/watch?v=EKE-
reflect on the fjKoOao
Joint: Interview with Sally online (create profile with
ways in which Interview skills pptx.
class). Identify language features, types of questions,
meaning is
jointly construct responses. Interview with Sally:
shaped
Independent: Students work in pairs to draft 3 key http://lrrpublic.cli.det
questions and answers likely to be asked in any job .nsw.edu.au/lrrSecur
interview. e/Sites/Web/InTheWo
rkplace/workplace/p
art3/applets/job_js_a
p02.htm
Week 5 Part 2 Community Living: Workplace and
EAL 11-7 Text: Feature Article: P-platers put on right road Students develop and apply Community texts:
contextual knowledge e.g. are English Stage 6
understands and Text: What people say – responses to the feature
they P-platers or planning to support document
assesses the article.
get a license. How would this 2009-2014:
diverse ways texts Text: Editorial – opinion piece.
situation impact on them? Community Living.
can represent
Focus questions: What’s the situation? Why are young Would it change their Pp. 26-29.
personal and
people vulnerable? How can we make the roads safer behaviour?
public worlds
for young people?
engage personally The Australian –
 Compare and contrast the language features letters: “Unfriendly
with texts
and tone of the three texts. modern mobiles”
analyse how ideas, Students discuss and reflect
Joint construction: response to the feature article on “Your comments”
attitudes and on wider issues arising from
p-platers.
voices are their engagement with texts.
represented Independent: write your own opinion letter on the
ABC AM Radio

17165378 CHRISTINA MANAWAITI 13

Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
understand and feature article. Compare and contrast the Interview
apply knowledge Having a voice / opinion language features, structure Transcript: Britain
of language forms and tone of the two texts. falls for Kath and
Text: Letter to the editor: “unfriendly modern
and features Kim (pp. 47-48)
mobiles” and “response”
analyse and assess Groves, M. and
Text: Media interview: Radio transcript
the impact of Watanabe, T. (August
Students experiment with ways
language and 01, 2015).
of creating voice and point of
structural choices Pre-assessment scaffold task: “Neighbours push
view in texts for particular
on shaping own back against private
“Neighbours push back against private schools’ plans purposes and assess their
and others’ schools’ plans to
to expand”. effectiveness.
perspectives expand”. Los
Identify structure and language features of text. Angeles Times:
respond to and
compose texts Look for similarity in roles and context for Education. Retrieved
Assessment Task. from
http://www.latimes.c
Present the perspective of two key actors within the
om/local/education/la
article e.g. the school, and an objector.
-me-schools-expand-
20150802-story.html
Weeks 5-6 Assessment Task
Assessment Task: students have one week of class time to prepare the task. Performances and sheet
EAL 11-1B communicates
recordings are in the final week. Reflections due last day of term.
information, ideas and
opinions in familiar Assessment Task: Groups of 4: Compose, perform and record a role play. Role sheets for
personal, social and The scenario: Principal,
academic contexts. A local private school is planning to install an Olympic sized pool and 500-seat Applicant,
Journalist,
EAL 11-2 uses and auditorium.
Complainant
evaluates processes, skills  Local residents are against the expansion.
and knowledge necessary  The Principal advertises for a skilled communicator to persuade the local community
for responding to and of the benefits. Marking Criteria
composing a wide range of  An aspiring applicant applies for the position and attends an interview.

17165378 CHRISTINA MANAWAITI 14

Outcomes and
content points
met by each
activity
texts in different media and
technologies
EAL 11-3 identifies, selects
and uses language forms,
features and structures of
texts appropriate to a range
of purposes, audiences and
contexts, and analyses
their effects on meaning.
EAL 11-7 understands and
assesses the diverse ways
texts can represent
personal and public worlds.
EAL 11-9 reflects on,
assesses and monitors own
learning and develops
individual and collaborative
processes to become and
independent learner.
17165378 CHRISTINA MANAWAITI
Suggested teaching and learning activities Evidence of learning Resources and
supplementary
texts
 A local journalist interviews a community member who is against the project. Stimulus:
 A community member writes a letter to the editor objecting to the project and is Bagshaw, E. (3
interviewed by the journalist. October, 2015). “The
private schools
Part A: Role Play and Video recording eating Sydney’s
suburbs.” The
 Role 1: School Principal: Write a job advertisement including selection criteria for a
Sydney Morning
Community Liaison Officer to coordinate with the local council and community over Herald. Retrieved 2
the expansion project. Compose 5 questions to ask the job applicant and conduct an April, 2018 from
interview. https://www.smh.co
 Role 2: Applicant: Compose a response to the selection criteria for a cover letter. m.au/national/the-
Anticipate three questions and responses for the interview. private-schools-
 Role 3: Journalist: Conduct an interview of the complainant (5 questions) and write a eating-sydneys-
suburbs-20150929-
short article on the advantages and disadvantages of the school expansion for the
gjxd9l.html
local community.
 Role 4: Complainant: Compose a letter to the editor objecting to the school
expansion – identify three detrimental effects on the community. Participate in an
interview with the journalist.
Part B: Individual reflection: students write a reflection piece in their wide reading
journals about this process and what they have learned about the language forms and
features specific to the different roles.
Address the key inquiry questions:
 How do composers communicate information, ideas, values and attitudes through
workplace texts?
 How is voice shaped by universal experiences, cultural backgrounds and schooling?
 How are cultural, social and gender perspectives communicated through texts?
General Marking Criteria:
15
Outcomes and Suggested teaching and learning activities Evidence of learning Resources and
content points supplementary
met by each texts
activity
 Language skills: Listening and speaking, verbal and non-verbal communication, using
the correct register and vocabulary specific to your role.
 Writing skills: Address the purpose, audience, context, persuasive language, correct
register and vocabulary specific to your role.
*Teacher note: this Assessment Task requires further development of specific scaffolds
for each role and a marking rubric for Part A and Part B. It is intended to provide the
scope for the Unit design.
Evaluation: Students: Post-unit informal evaluation: What did they Teacher: This unit is intended to be a threshold learning
learn? Compare the progressive brainstorm sheet unit into the ‘challenge zone’ of learning and has the
with learned knowledge at the end of unit. flexibility to be adapted or adjusted to meet specific
student interests and learning needs.

17165378 CHRISTINA MANAWAITI 16

Part 2: Three original professional resources
Resource 01: Transcript Benjamin Todd: TEDxYouth
Focus questions:

5. Benjamin Todd suggests that your personal interests may not be compatible with a rewarding
work life. What are his interests? What is the important question he asks about choosing a
career?
6. What kind of work / career did he end up in? How did he get there? Who did he go to for advice?
What’s the name of his company? How did he decide on that name?
7. What three things does Benjamin think “follow your passion” means to him? What are the
problems with the advice to “follow your passion”?
8. What does Benjamin mean by “Do what’s valuable”?
*[the colours indicate the highlighted passage for reading].

When I graduated from university,

I didn't know what career I wanted to choose.

I had a lot of interests,

but which interest should I pursue and try and turn into a job?

So, back then, I was really interested in martial arts.

Here's me.

But I didn't want to turn that into a career.

Here's my face.

(Laughter)

I was really interested in, and I was studying philosophy,

but one of the philosophers I most enjoyed reading -

late at night, in my dorm room -

recently said,

"Philosophy is a bunch of empty ideas,"

and there's no job in philosophy, anyway.

So that was out.

Being a slightly weird kid,

I was really interested in investing and finance,

and I had even taken a portion of the small savings I had,

17165378 CHRISTINA MANAWAITI 0

and invested them into gold when I was a teenager.

I knew that following the finance root would be a really well-paid career,

but I was wondering, like,

maybe I wouldn't make as much difference as I could in that,

it wouldn't help society,

so in the end, it wouldn't really be that fulfilling.

I was left with the question,

"How could I choose a fulfilling career?"

And, maybe many of you have asked yourself the same question.

I thought about this question,

I realized I didn't even know how to go about choosing a career,

and I, you know, read books, I went to careers advisors,

I just couldn't really find the information I really needed:

what would I be good at in the end?

What skills should I learn now?

Which areas is there a great social need where I can make a difference?

These unanswered questions led me to,

kind of, delay the decision by a few years.

Instead of actually settling on a career,

I founded an organization dedicated to researching the question

of which career to choose.

And this organization is called "80000hours,"

that's the number of hours you have in your working life,

that's a long time,

so, it's worth really doing some serious research,

and try to work out how best to use them.

We help you do some of this research,

17165378 CHRISTINA MANAWAITI 1

and we publish all of our findings;

it's part of a free online careers guide: 80000hours.org.

Here's some of the team today,

surrounded by laptops and whiteboards, as normal.

So, you might at this point be thinking to yourself,

"Well, you hardly look like you're above the legal age to drink,

what could you tell me about choosing a career?"

Well, it's true that one of the main things we discovered

is that we have a lot to learn.

Choosing a career is a complex problem and not enough serious research

has been done into how best to do it.

But we have spent the last three years

doing research with academics of University of Oxford,

and most importantly,

we've coached hundreds of people on how to make real career decisions.

All this research and thinking has led us to the conclusion

that careers advice today focuses on the wrong thing.

Throughout most of history

people basically did what their parents did.

Some people in the 1980s thought,

"The greed is good,"

and they focused on making money.

But our generation grew up with some different careers advice,

and that's that you should follow your passion.

You can see that use of this phrase

increased dramatically from the mid-nineties.

But today I think need to move beyond "Follow your passion,"

17165378 CHRISTINA MANAWAITI 2

as the career advice to focus on,

and instead of asking what our own interests and passions are,

we should be focusing much more

on what we can do for other people, and to make the world a better place.

Ok, so let's go back to my decision,

how would "follow your passion" apply to me?

I think what "Follow your passion" tells you to do is three things:

the first is to identify your greatest interests;

second, find careers that match those interests;

thirdly, pursue those careers, no matter what.

Finding a fulfilling career

is just a matter of having the courage to pursue your passion.

In my case,

I was interested in martial arts and philosophy, remember?

So, which career should I pick?

Any ideas?

I should obviously become a Shaolin monk -

Buddhism and martial arts, together.

What's the theory behind this advice?

You get passion match,

then you really enjoy your work, you're really motivated,

so you're more likely to be successful,

and if you are successful doing something you're passionate about,

then you have a fulfilling career.

And, spelled out like that,

this really does sound like pretty reasonable advice, right?

I can maybe get behind that.

17165378 CHRISTINA MANAWAITI 3

But let's just think about it in a bit more depth.

Turns out if you follow your passion, you're probably going to fail.

Why do I say that?

Let's look at the data.

A survey of 500 Canadian students found that their greatest passions

were ice-hockey and dance.

Ninety percent of them were passionate

about sports, arts, music, something like that.

But if we look at census data we can see

that only three percent of jobs are in art, sport, and music.

So it just has to be the case

that even if only one in ten people followed their passion,

still, the majority would fail to be successful.

So this first step just doesn't work.

I think the second step is also not reliable.

In that, even if you match your passion with your work,

and you're successful,

you can stlll quite easily fail to have a fulfilling career,

that's because you might not find the work meaningful.

This was a bit like me deciding not to go into finance,

I thought, well, I was interested in it,

maybe I could be successful but I wouldn't make a difference,

maybe it would still end up not being fulfilling,

so I think the second step doesn't work either.

Now, at this point you might be thinking,

"Sure, passion isn't the only thing that matters,

if I follow my passion, it doesn't guarantee that I'll succeed,

17165378 CHRISTINA MANAWAITI 4

but maybe at least makes me more likely to succeed,

and to have a fulfilling career."

As a career advice, this is the best we can do.

But I think that is wrong as well.

Picture to yourself now, the most assertive person you know,

who' s really passionate about selling and persuading,

and they're really extroverted.

Surely someone like that should go

and become an advertising accounts manager, like in Mad Men,

or they should become a car salesman, or something like that,

something which involves selling, being extroverted, and talking to people.

Well, it turns out that would be a really bad decision:

analysis of a determined study showed

that really passionate sales people really persuasive, assertive types

who went into those kinds of sales jobs

actually ended up more likely to burn out and in fact died younger

than normal people who take those jobs.

Following their passion actually made them more likely to die.

(Laughter)

And more generally, researchers have tried to show for decades

that there's a strong relationship between interest match

and how successful and happy people end up in their work,

but so far, they failed to show a strong connection between the two.

I think this isn't because your interests just don't matter,

but it's just that when it comes to real career decisions,

your interests are just not a decisive factor,

other things matter much more,

17165378 CHRISTINA MANAWAITI 5

like what your skills are, and what your mindset is.

Indeed, we think our interests matter a lot more than they do,

because we really underestimate how much they change:

just think about your own interests five or ten years ago,

and how different they are from today.

I mean, back then, you're probably this tall,

and you're probably interested in completely different things.

Five or ten years time,

you will be interested in totally different things again.

All this means that your present interests

are just not a solid basis on which to chose a career.

So, if we're not going to focus on interests,

what should we focus on?

If you're not just going to follow your passion,

what should you do instead?

If I had to sum up careers advice as a single slogan,

here's what I would choose: "Do what's valuable."

By this I mean

focus on getting good at something that genuinely helps others,

and makes the world a better place.

That's the secret to a fulfilling career.

Now, obviously doing what's valuable is going to be better for the world,

you're going to do more good like that,

but people have also thought for millennia

that helping others is the secret to be personally fulfilled and happy.

I've just got a representative couple of quotes here

just read out the first one:

17165378 CHRISTINA MANAWAITI 6

"A man true wealth is the good he does in this world."

Today we actually have hard data to back this up.

Professor of Psychology Martin Seligman in his 2011 book: Flourish,

aimed to sum up the last couple of decades of empirical research

into what really causes people to be satisfied and happy in their lives.

And two of the key ingredients he identifies

just are doing what's valuable.

The first of these is achievement, or sometimes called mastery,

and this means getting really good at something,

working hard and getting good at something.

The second is meaning, also called purpose,

and this means striving to do something greater than just make yourself happy,

so it means making the world a better place.

Put the two together,

get good at something it makes the world a better place,

do what's valuable.

I think, doing what's valuable has lots of other personal benefits as well.

For instance,

even if you work in a charity, the people who have the greatest impact,

do the most valuable things,

find it easier to raise fundings, and therefore pay their bills,

and that's important, too.

I have at least found in my own experience,

if you focus on helping others, then lots of people want you to succeed,

so it's actually easier to be successful as an altruist

compared to just being in it for yourself.

So, it now turns out that actually the advice "Follow your passion,"

17165378 CHRISTINA MANAWAITI 7

just gets things backwards.

Rather than start from what we happen to be passionate about now

and then hope that success and a fulfilling career will follow,

instead, it's much more true to say

that we should focus on doing what's valuable,

and then that will lead to passion and a fulfilling career.

I've definitely found this in my own experience.

If when I was 16, you had given me this careers test:

"Would you like to give career guidance to people?"

I'd have clicked the "Hate it" button.

I was pretty shy and into science,

and the idea of giving careers advice to people was not appealing at all.

But now I spend all of my time thinking about careers advice,

and am absolutely obsessed and fascinated by it.

Focusing on doing what's valuable

has given me clear, concrete, meaningful goals,

and that's made my life a lot better.

There's no more endless reflection

on which of my interests represents my true calling,

which doesn't exist anyway.

So, how can you actually do what's valuable in your careers,

what practical steps should you follow?

This is what we spend most of our time

trying to work out at 80000Hours,

I'm just going to give you a super-quick summary

of three things we'd say that you can do.

The first of these is to explore,

learn what you can about the world,

and test yourself out in different things.

17165378 CHRISTINA MANAWAITI 8

If you want to do what's valuable,

you have to discover that out there in the world,

you can't figure it out just by thinking about your own interests.

Secondly, go after some skills, and try and get good at them,

these are skills that are really in demand,

and can be used in many different areas.

I might pick computer programming as an example for the next decade.

This bit is where your passions do come in,

thinking about your passions does come in.

Because what you're passionate about now

can give you clues about what you can get really good at in the future,

so that's worth thinking about,

but they're not the only thing that matters.

And then when you get those skills,

go and find the biggest, most pressing social problems you can,

and apply your skills to solving them.

Don't just pick a problem that is important,

try and find one that's been unfairly neglected by other people,

because that's where you'll have the greatest impact.

And finally, don't think that in order to do what's valuable,

you have to become a doctor, and personally go to Africa,

and help people with your own two hands.

Big social problems can be,

and often are solved by research, by developing new technology,

by spreading big ideas in the arts.

The key is to work out

where your skills can fit in to have the greatest impact.

I think the idea that we should focus on doing what's valuable

is actually really intuitive one.

17165378 CHRISTINA MANAWAITI 9

I want you now to imagine that you are on your deathbed,

and you are looking back at your 80,000 hours career,

rather than just about to start it,

and picture to yourselves two ways, you could have gone.

In the first you say to yourself,

"I was good at what I did, I enjoyed what I did,

I made lot of money, now I have two houses, and a yacht,

but what was it all for? "

In the second you say to yourself,

"I absolutely worked my arse off at a charity, and it often wasn't easy,

but through my efforts

I was able to prevent the deaths of 100 children due to malaria,

but what was it all for?"

The first scenario happens all the time,

but the second scenario is almost unimaginable,

of course, that was a worthwhile career.

Altruism is one thing you'll never regret,

if we really want to be fulfilled in our own careers,

we have to stop focusing so much on our own interests,

and instead, ask what we can do for other people.

Imagine a world in which that was the thought on everyone's minds.

So, to find a work you love, don't just follow your passion,

rather do what's valuable.

Explore, build skills, solve big pressing problems.

And from that,

fulfillment and a passionate career will emerge.

You've got 80,000 hours in your career,

don't waste them, do what's valuable.

17165378 CHRISTINA MANAWAITI 10

Translator: Queenie Lee Reviewer: Ivana Korom
Source: Benjamin Todd. (2015),To find work you love, don’t follow your passion. TEDxYouth
Retrieved from https://www.youtube.com/watch?v=MKlx1DLa9EA

17165378 CHRISTINA MANAWAITI 11

Resource 02: Joint Construction: Design a professional website
Resources: computer lab, or in-class ICT laptops or BYOD laptops.

Step-by-step worksheet for joint construction - scaffold for www.wix.com

1. Open an internet search engine – Google, Explorer, Firefox
2. In the web address bar type: https://www.wix.com/ and enter:

3. Click “Get Started”

by
Unkno
4. “Sign Up” to join wix – its free. First: you need an email account and a password.
wn
5.
Author
Now “Log in”.
is 6. What kind of website do you want to create?
license Portfolio & CV.
d
under

17165378 CHRISTINA MANAWAITI 12

 7. Choose how you want to create your website –
there are two easy options:
8. Try Wix ADI: select “Resume”
9. This example “Tutor Resume”
10. Name: “Diana Prince” USE your name here
11. Business location: “The Palace, Themyscira Island,
Amazonia.” OR SKIP.
12. Next: choose a design and let
ADI design your website.
13. Congratulations you have a
baseline website!
14. EXPLORE the buttons for
editing.
15. Do NOT PUBLISH your site.

PART B: POST-DESIGN: think, pair, share

Look at the PREVIEW (button top right)

1. The first section is My Skills & Experience.

2. Who are the target audience in the images selected for “tutor”? School students, adult
students, learning, teaching.
3. What might you put into “Professional Outlook”? Career goals, training goals, for example
university course or TAFE / VET course, leadership aspirations, run your own company.
4. What information would you give in “My Professional Profile”? What are you passionate
about? What have you learned? What do you want to learn?
5. What comes after “My Professional Profile”? Work Experience.
6. What work experience would you use? School work experience, after school jobs, child-
minding. Type of work, dates, description.
a. Word bank: concise, snapshot = what do these words mean?

7. What “Education Experience” do you have? School.

8. What information is given in “Education Experience”? School, location, years, summary.
9. How else can you connect to your website? Personal domain, social network sites –
Facebook, Twitter, Job sites such as – LinkedIn, CareerOne, indeed.
10. Think about the pages you might like to add.

Inquiry questions:
1. What are the key features of a professional webpage?
 Identification, location, contact, professional outlook, professional profile, work
experience, education experience, connect to other sites, contact/get in touch.
2. What are the key differences between a professional webpage and a social webpage?
 Professional = structured layout and style; content is concise and factual; language is
formal but friendly.
 Social = chatty, shows interests, hobbies, recreation, opinions, can be emotive
language.

17165378 CHRISTINA MANAWAITI 13

  Both sites encourage ongoing contact but for different reasons.

17165378 CHRISTINA MANAWAITI 14

Resource 03: Close Reading: Job Advertisement – Starbucks (2018)
Key learning tasks:
1. Interpret the visual image: identify the key features of the ideal / exemplar employee.
2. Identify the language forms and features for specific context, audience and purpose.

1. Interpret the Visual Image

 Presentation – hair (clean cut), face (clean and shaven), clothing (clean uniform).
 Personality – smiling, good posture.
 Workplace: - clean and well-presented. Customers present. Food and beverage service.

17165378 CHRISTINA MANAWAITI 15

 2. Guided Reading: Identify the language forms and features for the specific
context, audience and purpose.
Context: Job advertisement, online, barista
(person prepares or serves coffee, origin:
Italian for ‘bartender’)
Word Bank:
Barista

Flexible schedules Purpose: persuade

people to apply.
Comprehensive
training Audience: baristas or
trainees.
Ethically sourcing

Aspirations

Autonomously
Emotive and persuasive language” feeling of connection”, “excited”

History and purpose: does not state it is an

American company. Future focus on growth
of Australian business.
Connecting, inspire positive change, opportunity

Purpose and company mission statement.

Nurture the human spirit, share, passionate, ethically sourcing, uplift,

aspirations autonomously, world class, perks

17165378 CHRISTINA MANAWAITI 16

 What the company offers (no pay or
conditions stated)

Selection criteria: personality type

How do you demonstrate

“enthusiasm, openness, dynamic,
genuine, willingness, strong
interpersonal skills”?

 When you click on a new pop-up appears asking for your contact
details and APPLY NOW resumé.

17165378 CHRISTINA MANAWAITI 17

Part 3: Discussion

In this unit of work, Year 11 Module C: Texts and Society (NESA, 2017), students “explore,

analyse, respond to and compose a selection of texts commonly encountered in community,

vocational and academic settings” (NESA, 2017, p. 54). The purpose of the unit is to enhance

student proficiency in Standard Australian English across all language modes. Students

develop the knowledge and skills to meet syllabus outcomes in responding and composing

texts (EAL 11-1A and Learning Resource 01: TEDxYouth video); the use of different media

and technologies (EAL 11-2 and Learning Resource 02: website design); the use of language

forms and features specific to audience, purpose and community context (EAL 11-3,

Learning Resource 03: close reading); develop understanding of the ways texts represent the

personal and public worlds (EAL 11-7) and reflects own learning while developing individual

and collaborative processes towards being an independent learner (EAL 11-9 and EAL 11-7:

Assessment Task) (NESA, 2017).

The unit has a strong concurrence with quality teaching in the areas of connectedness,

social support and metalanguage (Ladwig & Gore, 2003) by the use of real world texts,

collaborative learning, writing conventions, language proficiency and fluency, grammatical

competence, semantic competence, pragmatic competence and intercultural

communication (NESA, 2017, pp. 22-23). The key inquiry questions are designed to

encourage deep understanding about the values and attitudes, as well as cultural and social

influences on texts in community contexts (Ladwig & Gore, 2003).

 How do composers communicate information, ideas, values and attitudes through

workplace texts?

17165378 CHRISTINA MANAWAITI 18

  How is voice shaped by universal experiences, cultural backgrounds and schooling?
 How are cultural, social and gender perspectives communicated through texts?

The unit is constructed upon the principles of Understanding by Design (UbD) (Wiggins &

McTighe, 2012) and the theoretical foundation of constructivist pedagogy (Vygotsky, 1978).

The intention is to provide a high support, high challenge unit of learning (Wilson &

Devereux, 2014) using the scaffold approach of the teaching and learning cycle (Gibbons,

2009), and collaborative learning strategies (Vygotsky, 1978 and Rutherford, 2014) to

stimulate learning in the ‘challenge zone’ or what Vygotsky terms the “Zone of Proximal

Development” (ZPD) (1978, pp. 86-90). This justification will demonstrate how the unit

meets the specific requirements of EAL/D learners, while also addressing teacher

professional standards in meeting the needs of students from “diverse linguistic, cultural,

religious and socioeconomic backgrounds” (AITSL, 2011, APST, 1.3).

Understanding by Design (UbD) has been found to have significant positive benefits

to both teacher development and students’ English achievement in English language

learning by strongly linking curriculum and performance tasks (Yurtseven and Altun, 2017).

The three stages of UbD are structured on “backward design” beginning with Stage 1,

“identify the desired results” (summative assessment), before Stage 2, “determining

acceptable evidence” (formative assessment) and finally in Stage 3, to “plan learning

experiences and instruction” (Wiggins & McTighe, 2012, Figure 1.1, p. 18). Backwards design

puts a strong emphasis on arriving at the end product through the integration of curriculum

knowledge with explicit language teaching, therefore all performance tasks build the

necessary knowledge and skills to realize that goal (Gibbons, 2009). The unit outline

supports this goal by incorporating communicative skills with collaborative learning and

scaffolded teaching and learning.

17165378 CHRISTINA MANAWAITI 19

 The key to effective pedagogy is to lead students into the ‘challenge zone’ of learning

by setting high expectations learning in conjunction with high support teaching (Gibbons,

2009 and Wilson & Devereux, 2014). Vital to student engagement in this challenging process

is “connecting instruction and curriculum to students’ lives and mobilizing their background

knowledge” (Cummins, 2014). To this end, the unit outline contains detailed examples of

integrating Gibbons (2009) four stages of the teaching and learning cycle to scaffold learning

and begins with building content knowledge (activating prior knowledge, brainstorming,

multiple texts in various mediums, dictogloss), to modelling tasks and processes

(deconstruction of genre text), joint construction of texts (résumé writing, website design),

and finally independent writing (Unit Outline: Work texts and Context, Job Advertisements,

Job Applications and Interview Skills). The learning resource texts are contemporary, have a

youth focus (TEDxYouth, job advertisements) and represent real world contexts.

As a starting point in the unit design, the multimodal presentation task provides the

opportunity for students to advance through a series of performance tasks that challenge

them to move from “basic interpersonal communication skills (BICS”) towards

communication for a specific role and context, known as “cognitive/academic language

proficiency (CALP)” (Cummins, 2001, 2016). To aid this transition, the unit allows for the use

of first language in building the field of knowledge (Gibbons, 2009) and developing their own

bilingual word bank throughout the unit. Cummins contends that the key to developing

proficiency in CALP in a second language (L2), is to first develop CALP in their first language

(L1) (Cummins, 2016). Bylund (2011) is critical of Cummins descriptive approach to English

language learning and suggests that the focus on external language features such as

“pronunciation, fluency and grammar (i.e. BICS)” in the development of CALP, omits the

complex relationship between “thought and language” attributed to Vygotsky’s findings that

17165378 CHRISTINA MANAWAITI 20

language is more than a “biological genesis”, but also a “socio-cultural process” (Bylund,

2011, pp. 4-5). Bylund (2011) contends that successful second language (L2) CALP is

dependent upon proficiency in first language (L1) CALP, supported by an ongoing immersive

bilingual environment to develop cognitive and high order thinking skills.

To facilitate the transitions between BICS and CALP and L1 to L2, the performance

tasks are strongly focussed on group interaction and collaborative learning (progressive

brainstorming, think-pair-share, group work). Collaboration is evidenced through the use of

interactive dialogues (jigsaw writing task, dictogloss) as students work simultaneously and

“share responsibility for meaning making or problem-solving” (Rutherford, 2014, p. vii).

Therefore, students are given multiple and repeated opportunities for language interaction

on a BICS level, while they also build their word bank, language skills and thinking skills at

the CALP level (Cummins, 2016), in concurrence with transitioning from high levels of

support to task independence (Gibbons, 2009). For the final assessment students

individually compose the texts for their characters; collaboratively interact with a partner to

demonstrate speaking and listening skills; and then personally reflect on the process and

inquiry questions set as the learning goals for the unit.

In an ideal classroom, the teacher or peers may have bilingual or multilingual skills to

facilitate learning, but without the benefit of multilingualism there must be pedagogy

explicit for the EAL/D learner that is challenging and has real world application.

References

Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian

professional standards for teachers (reprint 2017). Retrieved from

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 https://www.aitsl.edu.au/docs/default-source/general/australian-professional-

standands-for-teachers-20171006.pdf?sfvrsn=399ae83c_12

Board of Studies NSW (BOSTES) (2007). English Stage 6: Workplace and community texts:

Support document 2009, 2014. Retrieved from

https://www.yumpu.com/en/document/view/5238001/workplace-and-community-

texts-english-stage-6-board-of-studies-

Bylund, J. (2011). Thought and second language: a Vygotskian framework for understanding

BICS and CALP.(RESEARCH-BASED PRACTICE)(basic interpersonal communications

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Cummins, J. (2001). Negotiating identities: education for empowerment in a diverse society

(2nd ed.). Los Angeles, Calif.: California Association for Bilingual Education.

Cummins, J. (2014). Beyond language: Academic communication and student success.

Linguistics and Education 26, 145-154. Elsevier Inc.

http://dx.doi.org/10.1016/j.linged.2014.01.006

Cummins, J. (2016). Reflections on Cummins (1980): the cross-lingual dimensions of

language proficiency: Implications for bilingual education and the optimal age. TESOL

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NSW Education Standards Authority (NESA) (2017). English EAL/D stage 6 syllabus. Sydney,

Australia: NESA.

Rutherford, S. (2014) (Ed.). Collaborative learning: Theory, strategies and educational

benefits. Nova Science Publishers. ProQuest Ebook Central,

http://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=2097208.

Vygotsky, L.S. (1978). Mind in society: the development of higher psychological processes.

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advanced concepts in creating and reviewing units. Alexandria: ASCD.

Wilson, K. and Devereux, L. (2014). Scaffolding theory: High challenge, high support in

Academic Language and Learning (ALL) contexts. Journal of Academic Language &

Learning, 8 (3), A91-A100.

Yurtseven, N., & Altun, S. (2017). Understanding by design (UbD) in EFL teaching: Teachers’

professional development and students’ achievement. Educational Sciences: Theory

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