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Introduction/ Background p.

2
Aims p.2
Process p.4
Outcomes p.4
Investigation p.5
Project/ Poster Construction p.10

Hannah Setter 1
LITERACY PROGRAM

Internship Project- Hannah Setter 2136563

Introduction / Background

During week 0, I was involved in the development of creating process words for
learning areas. I worked with a number of staff and we created a list of verbs
commonly used in the Physical Education learning area and came up with some brief
definitions to help students understand their assessment tasks. Throughout my
placement I identified that there still remained a gap in understanding of these process
verbs throughout a variety of learning areas. The brief definitions we had previously
worked on were not implemented/ printed or uploaded onto SEQTA cover pages. This
project then evolved after I had discussions with the Literacy Coordinator about the
current literacy overview of Reynella East College. Based on our conversations it was
concluded that Teachers required further support with unpacking the literacy demands
of their learning area, specifically key genres and text types. The Literacy and
Numeracy guidebooks provide evidence-based literacy and numeracy practices aimed
at improving student growth and achievement. There are five foundations in which
provide directions for pedagogy; Build Foundations, Shift Gear, Stretch, Maintain
Momentum and Inspire. Reynella East College is currently at the stretch stage, which
leads my professional conversations regarding my project to strengthen whole-school
approaches to literacy learning so that all children and students make regular progress.
Following the Site Improvement Plan for Reynella East College, if we develop a
whole-school approach to strengthen the ‘big six’ components of reading, specifically
the development of comprehension, vocabulary and oral language and develop a
common school metalanguage consistent with the key principles of functional
grammar, then we will be able to continue to develop students’ capacity to read. The
rationale for this research is to help both students and teachers with understanding the
key process verbs of their learning areas. School leaders have received our school
improvement model, which includes where we have been placed on the stages of
improvement, Literacy and Numeracy guidebooks that provide evidence-based
strategies, tactics and actions for each stage of improvement and tools to support a new
improvement planning cycle. Strategies include strengthening a shared understanding
of the relationship between literacy and learning area content so that teachers view
literacy primarily as ‘language for learning’. Teaching language for learning in
secondary subjects has been a neglected area (Schleppegrell, 2018). While most
secondary teachers understand that literacy and content are integrated it is still
common to hear teachers lament the time needed for teaching language and literacy
when the demands of the content are so great. Which leads to the literacy program and
more importantly the project in which I will be working on during the second semester
of the school year in 2019.

Hannah Setter 2
Reynella East College: Stretch
https://ta.reynellaec.sa.edu.au/seqta/ta/file/get?type=portal&file=12677d01-
839b-42de-b0f2-da0c33221dab

Aims

The aim of this literacy project is to produce a whole-school approach to build


effective evidence-based writing instruction. More specifically, developing definitions
and descriptions of common verbs used within the Australian Curriculum and SACE
curriculum task sheets for a variety of learning areas and text types. The gap between
everyday forms of writing and writing for skilled academic purposes is tremendous and
requires time and instruction in all learning areas for students to develop writing as a
tool to deepen learning. My aim is to create posters to help inform students of the
connotation behind the verbs used in assessment pieces/ text types and how to use
them. More specifically, knowing how texts work, what the task is asking you to do in
different subject areas through the use of visual resources is the overall objective to
demonstrate higher order thinking within our students. Cognitive verbs describe and
often dictate how students should organise and respond to knowledge and skills being
learnt in their subjects. They are a set of learning skills that students need to master in
order to experience academic success as they move through their educational journey.
Teachers are expected to explicitly teach students how to apply the cognitive verb
skills relevant to their year level curriculum:
 Achievement standards
 Content descriptors
 Performance Standards in SACE Stage 1 and 2.

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Project links to AITSL Standards

Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7


Support colleagues Develop a culture of Model effective Work with colleagues Initiate and engage in Contribute to
to implement high expectations for practice and support to construct accurate, professional professional networks
effective teaching all students by colleagues to informative and timely discussions with and associations and
strategies to improve modelling and setting implement inclusive reports to students and colleagues in a range build productive links
students’ literacy challenging learning strategies that engage parents/carers about of forums to evaluate with the wider
and numeracy goals (3.1) and support all students student learning and practice directed at community to improve
achievement (2.5). (4.1) achievement (5.5). improving teaching and learning
Work with colleagues professional (7.4).
to plan, evaluate and knowledge and
modify learning and practice, and the
teaching programs to educational outcomes
create productive of students (6.3)
learning
environments that
engage all students
(3.2)

Assist colleagues to
select a wide range of
verbal and non-verbal
communication
strategies to support
students’
understanding,
engagement and
achievement (3. 5)

Process

1. Meeting with the Literacy Coordinator (Christa Balfour)

2. What needs to be done? How am I going to do it? Why am I going to do it?


How will I know I have been successful?

Gathering Information:

1. Researching the verbs used within the content descriptors and achievement
standards in the Australian Curriculum. Additionally, analysing the verbs
used in the Performance Standards for SACE Stage 1 and 2 (For all subjects
taught at Reynella East College).
2. Creating a large list of all the reoccurring verbs that are used. This will then be
used to break the definitions down for students. These definitions will be
utilised throughout the classrooms of Reynella East College to create common
understanding.

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3. Construct definitions of these words in which students will understand.
4. Create eye-catching posters to be placed around and within classrooms.

 MY IB Command Words will


be used to help in the
creation of definitions.

 https://www.uww.edu/Documen
ts/colleges/coeps/academics/18%
20Command%20Terms%20from%
20the%20International%20Baccal
aureate%20January%2015-
16%20workshop.pdf

Outcomes

 Creating a whole-school approach to improving literacy

 Assisting in student’s knowledge and understanding of the process verbs used


in assessment tasks

 Expanding and activating my own knowledge and understanding

 Strengthening the literacy among our students to increase engagement in


learning and achievement, completing Year 12 and further tertiary education.

 Assisting teachers with explicitly teaching the literacy demands to students

 Helping students to know the thinking process required to answer the question

 Building relationships/networking with staff members and leadership

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Investigation of verbs used within the curriculum

A CURRENT WORKING PROGRESS

Physical Education Year 7 & 8


 Evaluate
 Investigate
 Analyse
 Apply
 Examine
 Demonstrate
 Refine

Year 9 & 10
 Critically Analyse
 Evaluate
 Synthesise
 Examine
 Apply

SACE Stage 1
 Focused Exploration
 Insightful Reflection

SACE Stage 2
 Critically Analyse
 Perceptive Evaluation
 Insightful Reflection
 Evaluate

Humanities and Social Year 7 & 8


Sciences (HASS)  Describe
 Identify
 Explain

Year 9 (History)
 Analyse
 Explain

Year 10 (History)
 Analyse
 Explain
 Process
 Synthesise
 Evaluate

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SACE Stage 1 (Modern History)
 Apply
 Critically Analyse

SACE Stage 2 (Modern History)


 Apply
 Critically Analyse

Year 9 (Geography)
 Explain
 Analyse
 Predict
 Synthesise

Year 10 (Geography)
 Explain
 Identify
 Analyse
 Predict
 Evaluate
 Synthesise

SACE Stage 1 (Geography)


 Insightful Analysis
 Comprehensive Analysis
 Apply
 Communicate

SACE Stage 2 (Geography)


 Insightful Analysis
 Comprehensive Analysis
 Apply
 Communicate

Science Year 7
 Explain
 Analyse
 Predict
 Describe
 Identify

Year 8
 Compare
 Identify
 Compare

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 Analyse
 Examine
 Explain
 Construct

Year 9
 Explain
 Describe
 Design
 Analyse
 Evaluate

Year 10
 Analyse
 Explain
 Apply
 Describe
 Evaluate
 Develop
 Construct

SACE Stage 1
 Demonstrate
 Apply
 Critically Explore
 Communicate

SACE Stage 2
 Demonstrate
 Apply
 Critically Explore
 Communicate
 Critically Evaluate
 Systematically Analyse
 Critically deconstruct
Arts Year 7 & 8
DANCE
 Analyse
 Evaluate
 Choreograph
 Identify
 Apply
DRAMA
 Interpret
 Manipulate
MEDIA ARTS

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 Identify
 Analyse
 Evaluate
 Produce
MUSIC
 Identify
 Analyse
 Evaluate
 Manipulate
 Interpret
 Rehearse
 Demonstrate
VISUAL ARTS
 Identify
 Explain
 Evaluate
 Demonstrate

Year 9 & 10
DANCE
 Analyse
 Evaluate
 Choreograph
DRAMA
 Demonstrate
 Refine
MEDIA ARTS
 Analyse
 Evaluate
 Produce
 Manipulate
 Apply
MUSIC
 Analyse
 Evaluate
 Interpret
VISUAL ARTS
 Evaluate
 Analyse
 Identify
 Manipulate

SACE Stage 1
DANCE
 Apply
 Demonstrate

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 Perceptive Analysis
 Insightful Reflection
DRAMA
 Apply
 Investigate
 Analyse
 Reflect
 Experiment
VISUAL ARTS
 Perceptive analysis
 Insightful Evaluation

SACE Stage 2
DANCE
 Proficient and Sustained Application
 Perceptive Analysis
 Purposeful Evaluation
 Critical Review
 Reflection
DRAMA
 Investigate
 Analyse
 Integrate
 Appraisal
 Reflection
 Evaluate

VISUAL ARTS
 Apply
 Critical Analysis
 Evaluate

English Year 7
 Explain
 Create
Year 8 & 9
 Explain
 Interpret
 Demonstrate
Year 10
 Evaluate
 Explain
 Develop
 Justify

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 Compare

SACE Stage 1 English


 Perceptive Evaluation
 Insightful Analysis
 Compare

SACE Stage 2 English


 Complex analysis
 Perceptive Analysis
 Critical Analysis

Maths

Poster Construction/ Brainstorming

Below is the process I followed to plan and brainstorm how I intend on setting out the
posters so students will gain the best understanding. The posters in which I create will
be created on the design webpage ‘Canva’ (https://www.canva.com/).

Here I will draft the definitions and plan an effective layout.

EXAMPLE

1. Verb: Compare
2. Define verb
3. The process of comparing?
4. Question Stems for Teachers?
 Distinguish between…
 How is…………..similar to……………and different from…………..?
 What do……………and. ……………Have in common?

Student prompts for comparing/contrasting

Clever Connections: Similar in that, similarly, comparably

Sentence Starters?

Create one poster to display a verb?

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OR
Create one poster with a collective of verbs?

Analyse
 To consider something carefully in detail, find the meaning to understand
relationships, patterns, similarities and differences, interpreting the
information to reach a conclusion
 Break down or examine in order to identify essential elements, features
components or structure

Apply
Math Example: To use knowledge and understanding in response to a given
procedure in a given or particular situation. Example: Apply the following formula to
determine Bob’s rate of return on his investment.

English Example: To carry out or use a procedure, applying a rule or skill and use it in
a situation

Communicate
To speak and give people information, conveying your knowledge and understanding.

Example: We are in frequent communication by email.

Compare
 The similarities and differences between two or more things.
 Give an account of the similarities and differences between two (or more)
items or situations, referring to both (all) of them throughout.

Example: Compare the two texts, looking at the characters and theme.

Construct
To create and put together by arranging ideas or items together, build or make.
Example: Each student had to construct a model paragraph.

Demonstrate
To prove or make a fact clear, using evidence and examples to show how something
works or how to do it with actions
Example: You must demonstrate to the audience how to do the dance steps

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Describe
To give a detailed account of a person, object, event or situation, explaining their
characteristics and features.
Example: Describe what is happening in the first two sentences of the text.

Design
To produce a plan, making a detailed drawing to build something, product or survey
Example: They create a beautiful design for the wedding dress.

Evaluate
 Weighing up and assessing something or someone to make judgements about
the ideas, works or significance.

 To assess the implications and limitations; to make judgments about the ideas,
works, solutions or methods in relation to selected criteria.

Example: Evaluate the best environment to grow a sunflower.

Examine
 To look at something carefully, investigating and scrutinise.
 Consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue.

Example: Examine chapter three of the novel and write a summary.

Explain
To give details about something, describing facts, reasons and ideas with clarity and
precision.
Example: Explain the challenges you faced when completing the task.

Explore
To look at something closely, scrutinising and examining it in a careful way to learn
more about it
Example: We have to explore the opinions of historians to use their expert evidence.

Identify
 To recognise and distinguish someone or something from others, establishing
and recognising different factors and features
 Provide an answer from a number of possibilities. Recognize and state briefly
a distinguishing factor or feature.

Hannah Setter 13
Example: Identify the theme in this text using evidence to support your claim.

Interpret
To use your knowledge and understanding to recognise trends and draw conclusions
from information provided, looking at words, symbols, pictures or graphs.
Example: Interpret the poem and provide your personal opinions on the figurative
language.

Investigate
 When someone attempts to find out the truth and factual information of an
event. To reach conclusions after planning, collecting and interpreting data
and information.
 Observe, study, or make a detailed and systematic examination, in order to
establish facts and reach new conclusions.
Example: The detective had to investigate the murder mystery, using the clues.

Predict
 To give a guess on an action or event, suggesting what may happen based on
available information
 Give an expected result of an upcoming action or event.

Example: I predict that heating an egg is an irreversible change.

Process
A series of actions or steps taken in order to reach a particular end or result.
Example:

Reflect
To think about something deeply and carefully; consider
Example: It’s important to reflect on your goals.

Refine
Make minor changes to improve or clarify your work
Example:

Review
A formal assessment of something with the intention of introducing change if
required
Example:

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Synthesise
To combine different parts, ideas, facts and experiences to form and create a new
understanding
Example: The task was to synthesise the information in five primary sources about
WWII to form a response.

Understand
To perceive what is meant by someone, know what they are saying, construct
meaning from different messages either written, oral or graphic communication

Example: My teacher had to check that everyone was able to understand the
question.
Physical Education Process Verbs:
 Evaluate: Weighing up, assessing or forming an idea of something or someone
to make judgements about the ideas, works or significance.
 Investigate: Observe, study, plan, inquire or make a detailed and systematic
examination, in order to establish facts and reach new conclusions about
something
 Analyse: To consider something carefully in detail, find the meaning to
understand relationships, patterns, similarities and differences, interpreting
the information to reach a conclusion
 Apply: To carry out or use a procedure, applying a rule or skill and use it in a
particular situation
 Compare: The similarities and differences between two or more things (show
how things are similar or different)
 Examine: Inquire into and consider an argument or concept in a way that
uncovers the assumptions and interrelationships of the issue.
 Demonstrate: To prove or make a fact clear, using evidence and examples to
show how something works or how to do it with actions
 Refine: Make minor changes to improve or clarify your work
 Synthesise: To combine different parts, ideas, facts and experiences to form
and create a new understanding (putting together various elements to make a
whole).
 Explore: To look at something closely, scrutinising and examining it in a careful
way to learn more about it
 Reflect: To think about something deeply and carefully; consider
Example: Reflect on and refine personal and social skills as you participate in a
range of physical activities
 Critically Analyse: To examine something in detail while using knowledge and
understanding, logic, questioning, reflection to give an assessment
 Define: To state the meaning of something.
 Describe: To give a detailed account of a person, object, event or situation,
explaining their characteristics and features.
Example: Describe what is happening …

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 Justify: Support an argument or conclusion with reliable information. Give
reasoning for your statement.
 Select: Choose the best or most suitable
 State: Present your ideas clearly and concisely

Global Studies, History, Geography Process Verbs:


 Describe: To state the meaning of something.
Example: Describe alternative strategies to a geographical challenge referring
to environmental, economic and social factors.
 Identify: To recognise or establish a particular person or thing
 Explain: Make the relationship between things providing why and how it is the
case
 Analyse: To consider something carefully in detail, find the meaning to
understand relationships, patterns, similarities and differences, interpreting
the information to reach a conclusion
 Synthesise: To combine different parts, ideas, facts and experiences to form
and create a new understanding (putting together various elements to make a
whole).
 Evaluate: Weighing up, assessing or forming an idea of something or someone
to make judgements about the ideas, works or significance.
 Apply: To carry out or use a procedure, applying a rule or skill and use it in a
particular situation
 Critically Analyse: To examine something in detail while using knowledge and
understanding, logic, questioning, reflection to give an assessment
 Predict: To announce or tell in advance; foretell.
Example: Weather forecast= prediction
Example: Predict the expected outcome of your proposal
 Evaluate: Weighing up, assessing or forming an idea of something or someone
to make judgements about the ideas, works or significance.
Example: Evaluate a range of primary and secondary sources to locate useful
and reliable information and data.
 Insightful Analysis: To examine something in detail while having and showing
an accurate and deep understanding; perspective
 Comprehensive Analysis: To examine something carefully inclusive of all and

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dealing with all or nearly all of the elements or aspects of something.
Example: Comprehensive analysis and evaluation of information to determine
possible outcomes
 Communicate: Share and exchange information, news or ideas
Example: Communicate relevant geographical information using appropriate
subject specific terminology
 Define: To state the meaning of something.
 Investigate: Observe, study, plan, inquire or make a detailed and systematic
examination, in order to establish facts and reach new conclusions about
something
 Interpret: Explain the meaning of the information or actions
 Explore: To look at something closely, scrutinising and examining it in a careful
way to learn more about it

Science process verbs:


 Explain: Make the relationship between things providing why and how it is the
case
Example: Explain the chemical processes and natural radioactivity in terms of
atoms and energy transfers
 Analyse: To consider something carefully in detail, find the meaning to
understand relationships, patterns, similarities and differences, interpreting
the information to reach a conclusion
Example: Analyse patterns and trends in data, including describing
relationships between variables and identifying inconsistencies
 Predict: To announce or tell in advance; foretell.
Example: Weather forecast= prediction
Example: Identify questions and problems that can be investigated
scientifically and make predictions based on scientific knowledge
 Describe: To state the meaning of something.
Example: describe how energy transfers and transformations cause change in
simple systems.
 Identify: To recognise or establish a particular person or thing
Example: identify relationships between variables and reveal inconsistencies
in results.
 Compare: The similarities and differences between two or more things (show
how things are similar or different)
Example: compare physical and chemical changes and use the
particle model to explain and predict the properties and behaviours of
substances.
 Examine: Inquire into and consider an argument or concept in a way that
uncovers the assumptions and interrelationships of the issue.
Example: examine the different science knowledge used in occupations

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 Construct: To build something, or put together different parts to form
something whole.
Example: construct an evidence-based argument and use
appropriate scientific language, conventions and representations
Example: To construct a new bridge/building/ sentence/ argument
Design: To plan and evaluate the construction of a product or process,
including an investigation
 Evaluate: Weighing up, assessing or forming an idea of something or someone
to make judgements about the ideas, works or significance.
 Apply: To carry out or use a procedure, applying a rule or skill and use it in a
particular situation
Evaluate: To examine and judge the merit or significance of something,
including processes, events, descriptions, relationships or data.
Example: Evaluate conclusions, including identifying sources of uncertainty
and possible alternative explanations
 Demonstrate: To prove or make a fact clear, using evidence and examples to
show how something works or how to do it with actions
 Critically Explore: To look at something closely, scrutinising and examining it
in a careful way to learn more about it
 Communicate: Share and exchange information, news or ideas
Example: Communicate scientific ideas and information for a particular
purpose,
 Critically Evaluate: To examine and judge the merit or significance of
something, including processes, events, descriptions, relationships or data. Is
it true? Is it helpful? Is it necessary? Decide how effective, good, useful and
significant something is, using evidence.
 Systematically Analyse: To consider something carefully in detail, find the
meaning to understand relationships, patterns, similarities and differences,
interpreting the information to reach a conclusion
 Critically deconstruct: A rational, sceptical and unbiased analysis to break
something down into its separate parts in order to understand it’s meaning,
especially when it is different from how it was previously understood.

Arts (Dance, Drama, Music, Visual Arts, Media Arts) Process Verbs
 Analyse: To consider something carefully in detail, find the meaning to
understand relationships, patterns, similarities and differences, interpreting
the information to reach a conclusion
 Evaluate: Weighing up, assessing or forming an idea of something or someone
to make judgements about the ideas, works or significance.
 Choreograph: compose the sequence of steps and moves for (a ballet or other
performance of dance).
Example: Develop their choreographic intent by applying the elements of
dance to select and organise movement
 Identify: To recognise or establish a particular person or thing

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 Apply
 Interpret
 Manipulate
 Produce
 Rehearse
 Demonstrate
 Explain
 Demonstrate
 Refine
 Perceptive Analysis
 Insightful Reflection
 Investigate
 Experiment
 Insightful Evaluation
 Proficient and Sustained Application
 Critical Review
 Reflection
 Integrate
 Reflect
 Critical Analysis

English Process Verbs:


 Explain
 Create
 Interpret
 Demonstrate
 Evaluate
 Develop
 Justify
 Compare
 Perceptive Evaluation
 Insightful Analysis
 Complex analysis
 Perceptive Analysis
 Critical Analysis

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