EDUC5204 Assignment Two: 40 % Due: Friday Week 12

The purpose of this assignment is to render an existing learning sequence and text(s) suitable for EAL/D
students by making relevant curriculum, pedagogical and assessment modifications.

EAL/D TEACHING AND LEARNING SEQUENCE

Students will select a learning sequence/forward planning document and text(s) they have previously
developed/taught.
Students will adapt the lessons’ content, delivery, text(s) making them suitable for EAL/D students.
Students will use theories and strategies from the course to inform these adaptations.
Students will provide a rationale for the adaptations.
Students will reflect on the process involved in developing adaptations.
Students will submit all relevant documentation.

STEPS IN THE ASSIGNMENT

1. Select a unit of work that you have developed. This can be for one specific learning area or Year.
2. Select a text or texts used in this unit.
3. Analyse the learning sequence and text(s) in terms of EAL/D students’ needs. Provide all notes.
4. Using a variety of ideas from the course content, texts, readings and research, describe any
alterations required to make the unit more accessible for EAL/D students.
5. Develop some examples of suitable revised worksheets and assessments.
6. Provide detailed annotations of the selected text(s) demonstrating how it may be altered or delivered
making it more accessible for EAL/D students.
7. Create an EAL/D teaching, learning and assessment cycle outline – per tutorial model – for the unit.
8. Give a rationale for the adaptations/changes.
9. Reflect on the process undertaken. Discuss any new learning, issues and potential barriers to
successful implementation.
10. Submit all/any documentation and the presentation for assessment.

GUIDELINES

 Please refer to the Marking Rubric for Assessment 2.

 Submission of assignments – please refer to the EDUC5204 unit outline. Assignments must be
submitted by email on Friday Week 12.
 EDUC5204 Assessment 2: EAL/D Teaching and Learning Sequence Name ________________________

Students will select a learning sequence/forward planning document and text(s) they have previously developed/taught.
Students will adapt the lessons’ content, delivery, text(s) making them suitable for EAL/D students.
Students will use theories and strategies from the course to inform these adaptations.
Students will provide a rationale for the adaptations.
Students will relfect on the process involved in developing adaptations.
Students will submit all relevant documentation.

CRITERION Pass Credit Distinction / High Distinction

This assignment may be presented in any of the following formats. Should you choose to submit it in another format please check with the course
co-ordinator. Remember that it is to be submitted via email.
 PowerPoint or prezzi
 Portfolio
Presentation of assignment
 Academic essay with annotated documents as an appendix
 Report – written or oral (audio/film)
 Web page
 Blog
 Other

 The unit may be from any learning area or year of schooling.

A unit of work  Select one that you have delivered or intend to deliver on your practicum.
 The unit needs to be at least seven to ten lessons in duration. Only part of each lesson may require modification. There is no necessity to
make wholesale modifications to the entire unit.
 At least one text selected for analysis of language needs. May be limited in length.

Analysis
 Analyse the selected unit of work
and text(s) in terms of specific
EAL/D learning needs eg:
 cultural conceptualisations
 culturally based assumptions
 language needs
 essential content
Curriculum Modifications
 Outline any curriculum
modifications that may be required.
 How you will:
 Evident understanding of EAL/D
learning needs, appropriate strategies
and their implementation.
 Some limited feedback provided.
 Demonstrated understanding of learning
area/curriculum.
 Modifications somewhat informed by
course content.
 Sound understanding of EAL/D learning
needs, appropriate strategies and their
implementation.
 Good feedback provided.
 Sound understanding of learning
area/curriculum.
 Modifications well informed by course
content and texts/readings.
 Superior understanding of EAL/D
learning needs, appropriate strategies
and their implementation.
 Feedback provided is clearly
articulated and educative.
 Well-defined understanding of learning
area/curriculum.
 Modifications closely informed by
course content and texts/readings and
  Tap into students’ background
knowledge
 Ensure comprehension
 Provide scaffolding
 Vary the delivery of the
content
 Use talk for learning, groups
 Articulate frameworks
 Monitor student progress
 Assess students’ learning
Rationale
 Discuss the rationale behind the
selected strategies/modifications.
 Consider any barriers to succesful
implementation.
Teaching, learning and assessment
cycle
 Brief outline of activities at each
stage of the process:
o Building the learning context
o Teacher modelling
o Collaboration
o Independence
o Monitoring and assessment
Reflection
 A summary of any new
understandings or issues
encountered during this process.
 Discussion showing analysis of key
concepts and application to
classroom teaching.
 Suggested modifications are sparse,
somewhat easy to implement and show
understanding of EAL/D students, their
language needs and learning area
requirements.
 Demonstrated awareness of some
suitable modifications within a
mainstream classroom.
 Barriers are noted.
 Awareness of each stage of the TLA
cycle.
 A selection of appropriate EAL/D
strategies.
 Some mention of monitoring of student
performance.
 Some modified assessments developed.
 Some thoughtful comments demonstrate
active engagement with the development
of the modification process.
 Self-reflection is evident through
comments and discussion.
 Suggested modifications are quite easy to
implement, detailed and show sound
understanding of EAL/D students, their
language needs and learning area
requirements.
 Considered analysis of modifications and
how they may fit into a mainstream
classroom.
 Barriers are discussed with some comment.
 Sound understanding of the TLA cycle.
 Selected activities most suitable to TLA
stage.
 Consideration of on-going monitoring of
student performance.
 Appropriate assessment developed.
 Many thoughtful comments demonstrate
active engagement with the development of
the modification process.
 Self-reflection is sound and shows depth and
understanding of content knowledge and
application
additional research
 Suggested modifications are realistic,
explicit, comprehensive and are linked
to excellent understanding of EAL/D
students, their language needs and
learning area requirements.
 In-depth analysis of modifications and
the ramifications to a mainstream
classroom.
 Barriers are examined and possible
solutions given.
 Comprehensive understanding of the
TLA cycle with demonstrated links
between each TLA stage.
 Selected activities well tailored to TLA
stage.
 Consideration given to integrated
monitoring.
 Appropriate teacher, self and peer
assessment developed.
 Insightful comments demonstrate
active engagement with the
development of the modification
process.
 Self-reflection is explicit and shows
depth of understanding of content.
knowledge and application.
 Documentation
 Plans/ideas/reflections/research
etc
 Any and all handouts/strategy
outlines and monitoring and
assessment tools.
 Good notes/plans etc, outlining thoughts
suggestions.
 Evidence of sufficient preparation and
presentation of outline.
 Materials created to an adequate
standard.
 Thorough notes/plans etc,outlining thoughts
suggestions.
 Evidence of sound preparation and
presentation of outline.
 Materials created to a very good standard.
 Comprehensive, detailed notes/plans
etc,outlining thoughts/suggestions.
 Evidence of superior preparation and
presentation of outline.
 Materials created to a superior
standard.

ACADEMIC LITERACY
Satisfactory; some
The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy
component.
Unsatisfactory aspects may require Sound
further editing.
Structure & Coherence
Introduction and conclusion. Coherent set of paragraphs that outline key points.
Expression & Grammar
Clear and concise sentences. Grammar is appropriate and accurate.
Spelling & Punctuation
Standard Australian spelling. Punctuation is appropriate and accurate.
APA Referencing Style
All material is referenced correctly using APA style – both end-text and in-text referencing.
Presentation & Length
Format requirements for presentation and length are closely followed.

FINAL ASSIGNMENT GRADE

TUTOR’S SIGNATURE

COMMENTS