Amber Archdale ID: 110093159 Curriculum Development in

TESOL
Assessment 1
Identifying teaching context and learners needs

Assessment feedback
EDUC 4205 Curriculum Development in TESOL
Assignment 1: Essay 45% Due: 8th April
Name: Amber Archdale Grade: D 80%
Key Assignment criteria and Performance on components
weighting F P C D HD
Identifying the context of learning x
and teaching, and the learners
needs. Indicate your sources of
information, e.g. textbook
introduction, student records,
discussions with staff, curriculum
documents, and observations.
15%
Specifying the objectives the unit x-
of work and justifying each
objective.
25%
Presenting an overview of the unit x-
of work and justifying each
learning activity in terms of your
objectives, the institutional context
and the TESOL literature.
40%
Providing a rationale for the x
overall approach(es) and
methodology that underlie the unit
of work, drawing on the course
materials and your own
experience, observation and
reading.
20%
Summary comment
The assignment demonstrates a very good understanding of key concepts and issues
concerning planning a unit of work for an intended TESOL setting in an Australian
school. See the comments inserted in the assignment for more information.

Context

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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
The context upon which this unit is designed around is based on the observation

of a year 10 English as an Additional Language or Dialect class at Paralowie

School in 2015. Paralowie School is an R-12 school with a 22% enrolment of

students with a language background other than English. The school has an

ICSEA1 value of 927 (MySchool 2015), which is significantly below average and

classifies the school as disadvantaged.

At Paralowie, EALD lessons are taught as an alternative to mainstream English

for those students for whom it applies. There is a consistent classroom used for

these lessons, equipped with whiteboard, projector and wireless internet.

One observation of the teachers expectations (in all subjects I observed and

taught), was that they were consistently low. In the lessons I observed, it was

made clear that the written language level of the class was between level 10 and

level 12, varying across the class (DECD 2012). All year 8 to 12 students at

Paralowie School were given a laptop for educational purposes and are expected

to bring them to school each day and use them for homework.

Learners needs

At SACE2 stage 1 (Year 11) level, students are expected to have a higher English

competency level than level 12 (which equates to a year 8 literacy level). This is

evident in the SACE performance standards for English as a Second Language. It

is necessary for students to have a comprehensive understanding of the English

language and how it works, as well as the ability to critically analyse texts;

effectively choose information to best create consistently clear and coherent

texts using sophisticated vocabulary. In order for students to be able to reach

this level by the time they begin stage 1, it is necessary to teach with these

performance standards in mind, setting challenges while still allowing for the

differentiation of competency levels within a class. It is my belief that the content

taught should also reflect societys demands that is, teaching language in

1 ICSEA stands for Index of Community Socio-Educational Advantage. (MySchool,

2016)

2 SACE stands for South Australian Certificate of Education

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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
conjunction with current culture, providing students with a greater understanding

of their community outside of the classroom and teaching them how to navigate

this culture with confidence.

Unit objectives and justifications

Objective 1: Students will discuss and analyse the ethics of persuasion and

learn the language features involved in constructing a comprehensive and

convincing argument.

Objective 2: Students will observe and critically analyse culturally indicative

texts considering the point of view of the protagonist and the antagonist and

how this changes their perception of what is right and wrong.

Objective 3: Students will engage in public speaking in the form of debating.

Students must convincingly argue for either the affirmative or negative position

using the language features learned throughout the unit.

Justification:

While there are many ACARA content requirements that apply to this unit, there

are eight that apply directly to these learning objectives and a further four

coincide with additional content taught within the unit. These requirements are

outlined in Table 1.1(ACARA 2015). Italicised requirements are those which relate

to the content but not to the learning objectives directly.

The year 10 achievement standards for English also mandates that students

read (for enjoyment and academic purposes) texts which explore themes of

human experience and cultural significance, interpersonal relationships, and

ethical and global dilemmas within real-world and fictional settings and

represent a variety of perspectives(ACARA 2015). The achievement standards

also dictate that students interpret, create, evaluate, discuss and perform

texts designed to inform and persuade. This unit addresses twelve out of the

fifteen separate criteria outlined in the two sections of the achievement

standards above.

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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
In addition, these learning objectives are informed by western cultures and

adhere to the values that are widely held by society within western, English

speaking culture. Different cultures value different learning behaviour,(Harmer

2007) this unit also addresses the values and ethics of Australian and other

Western culture. Thus, the incorporation of both language and culture are

inherent within this unit. With the inclusion of public speaking, students become

active participants within the classroom environment regardless of their cultural

predisposition to certain learning behaviours (Harmer 2007). Students also have

the opportunity to enhance their vocal and non-verbal communicative skills, with

a focus on inflection and pronunciation of both Standard English words and

vocabulary that is topic specific or phonetically difficult.

Table 1.1 (Reading and Viewing, Writing, Speaking and Listening)

Language Literature Literacy

Analyse and evaluate the
effectiveness of a wide
range of sentence and
clause structures as
authors design and craft
texts (ACELA1569)
Evaluate the impact on
audiences of different
choices in the
representation of still and
moving images
(ACELA1572)
Understand that peoples Reflect on, extend,
evaluations of texts are
influenced by their value
systems, the context and
the purpose and mode of
communication
(ACELA1565)
Refine vocabulary
choices to discriminate
between shades of
meaning, with deliberate
attention to the effect on
Evaluate the social, Identify and explore the
moral and ethical purposes and effects of
positions represented in different text structures
texts (ACELT1812) and language features of
spoken texts, and use
this knowledge to create
purposeful texts that
inform, persuade and
engage (ACELY1750)
Analyse and evaluate
text structures and
language features of
literary texts and make
relevant thematic and
intertextual connections
with other texts
(ACELT1774)
endorse or refute others
interpretations of and
responses to literature
(ACELT1640)
Create imaginative texts
that make relevant
thematic and intertextual
connections with other
texts (ACELT1644)

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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
audiences (ACELA1571)
Compare the purposes, Identify, explain and
text structures and discuss how narrative
language features of viewpoint, structure,
traditional and characterisation and
contemporary texts in devices including
different media analogy and satire shape
(ACELA1566) different interpretations
and responses to a text
(ACELT1642)
Understand how
language use can have
inclusive and exclusive
social effects, and can
empower or disempower
people (ACELA1564)

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 Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
Unit outline

Table 1.2
Week Activity ACARA Language features learned
requireme
nt (Year
10
standard)
1 Teacher: Convince class of a (ACELT1812 Comparative connectives to contrast opposing
Intro plausible untruth using all ) POV in visual text. Also use additive
language features of (ACELT1642 connectives to add an idea/some can also be
persuasive communication ) used as comparatives.
including verbal and non-verbal (ACELA156
cues. 6) ARTEFACTS PRODUCED:
Class Activity: 2 truths 1 lie (ACELA157 TEACHER AND STUDENTS: Class mind map of
game -also get to know you 2) ethical considerations of persuasion and
tool (ACELA156 persuasive communication.
Small Groups: how do we 4) Digital copy to be produced by teacher and given
recognise a lie? What are the (ACELA156 to students as a handout.
consequences of lying? How 5)
do you feel if you find out (ACELT1774
you have been lied to? )
What happens when we are
persuaded to do something AIMS FOR
we do not want to do? THE WEEK
How do you feel, before,
during, after? Western
Group activity: Ethics views of
surrounding persuasion when persuasion
is it ok? When is it not ok? moral
Analyse a piece of text dilemmas.
involving persuasive language Cross
and look at it from another cultural
perspective (eg Pirates of the examinatio
Caribbean who are the good n, where
guys? why? What happens appropriate
when we look at the situation differing
from the POV of the views on
antagonists?) morality
and ethics.
2 Class activity: analysis of a (ACELY1750 Ethical language what makes x person sound
Persuas text (language features, ) fair, right/wrong, moral/just?
ive emphasis, point of view, ethical (ACELA156 Emphatic language, hyperbole and
writing considerations, why are WE 6) exaggeration.
convinced? Etc.) (ACELA156 Voice formal vs non formal.
Group activity: students find 9) Tense
and discuss at least one (ACELA156 Nominalisation.
instance in their personal 5)
reading where persuasion was (ACELA157 ARTEFACTS PRODUCED:
used. 1) TEACHER AND STUDENTS: Class text analysis
CLASS ACTIVITY AS A RESULT (ACELT1774 digital annotation. Document to be given to
OF ABOVE: ) students for reference.
Mind map of variations in (ACELT1642 Mind map of variations in persuasion

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 Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
persuasion context, morality, )
severity/persuasiveness, result STUDENTS: Either worksheet to be completed by
(positive/negative, for whom?) students, marked and handed back by teacher
OR Socorative (http://www.socrative.com/) quiz
Individual task: analysis of a to be done on laptops/smartphone/tablet for
text worksheet or Socorative teacher reference Assessment for Learning
quiz. Student formative
assessment and assessment
for learning what
have/havent the students
understood, revise plan for
future weeks
3 Class activity: Watch /go to a (ACELT1640 Ethical language what makes x person sound
Persuas debate (Q&A?) on a relevant ) fair, right/wrong, moral/just?
ive social/political topic. (ACELA156 Emphatic language, hyperbole and
rebutta Small groups: analyse 6) exaggeration.
l language features, vocal cues, (ACELA157 Voice formal vs non formal.
non-verbal cues, fact check, 2) Tense
rebuttal 1 per group, forms 1 (ACELA156 Figurative, metaphorical and simile
large class analysis 4) Contrasting views displayed negatively
Individual task: Rebuttal (ACELA156 antithesis point of view
convince me of the opposite of 9) Structure of Persuasive Essay
what the sheet says by using (ACELA156
effective rebuttal. (persuasive 5) ARTEFACTS PRODUCED:
text essay, summative (ACELA157
assessment, 200-500 words 1) TEACHER AND STUDENTS: Whole class analysis of
max) (ACELT1644 a text to be compiled and handed back to
) students as a handout.
(ACELT1774
) STUDENT: Summative student assessment:
(ACELT1812 rebuttal persuasive essay, 200-500 words, 1 per
) student.
(ACELY1750
)
4, 5 Class debate public forum. (ACELT1640 Incorporating all of the language features learned
Debatin Either teams present in front of ) into comprehensive and informed debates.
g class or in front of assembly, at (ACELA157
staff meeting, etc. (depending 2) ARTEFACTS PRODUCED:
on topic) (ACELA156 STUDENTS: Journal/folio of research for debate.
Summative assessment 4) Summaries of arguments to be explored by each
group debates presented in (ACELA156 team. (Allowing both affirmative and negative
front of class/assembly using 5) sides to combat each others arguments fairly
researched arguments. (ACELA157 and with fact-based arguments)
1)
(ACELT1644 TEACHER: Video of debates, proof of summative
) assessments.
(ACELT1812
)
(ACELY1750
)
Justification of learning activities

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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 1
Within the first week of this unit, strategies suggested by Curwin and Mendler (as

cited by (Charles 1999)) are implemented; making learning more attractive and

providing the scaffolding for student success through grounding the topic in first-

hand experience. Students will not be expected to reflect into their personal lives

to think of instances they have been convinced of/to do something they did not

want to do or didnt originally believe. It will then be possible to discuss the

concept of persuasion and deception (and the fine line between them, as evident

in the teachers introduction to the topic) in relation to the ethical and moral

considerations on the part of both the persuader and the persuaded. The whole

class discussion about persuasion, deception and the consequences for all

parties involved will allow the teacher to gain insight into their cultural

perceptions of these issues. A whole class discussion also scaffolds the next

activity. In small groups, students contextualise the language features of

comparative and additive connectives; they acquire a more complex

understanding of perspective and formative practice in public speaking by then

discussing their question with the rest of the class. These activities are the

scaffolding for the activities of week two, ensuring the students have a sound

understanding of the multiple perspectives in any given situation as well as the

language features to be able to articulate this understanding.

The first activity of the second week of this unit is the major scaffolding activity

of the unit. In this activity, the whole class is involved in the analysis of a piece of

written, persuasive text where the major language features of persuasive

communication: ethical and emphatic language, hyperbole, exaggeration, formal

and non-formal voice, nominalisation and tense as well as how these features

influence the effectiveness of the argument. Not all students will automatically

join a class discussion due because of their ingrained cultural norms (Harmer

2007); to combat this, it will be made clear at the beginning of the activity that

all students will be called upon at random. The group activity that proceeds this

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Amber Archdale ID: 110093159 Curriculum Development in
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is one which will further contextualise the features learned in the previous

activity, assimilating their knowledge into their personal reading. The last

activity for the second week is a formative assessment assessing student

understanding in how language features of persuasive communication are

transferred across to multiple texts. The language development of this week is a

modification of Richards (2006) P-P-P cycle (Presentation class analysis,

Practice group discussion and analysis, Production formative assessment). It

has been modified to fit closer to the fluency first pedagogy (Brumfit 1979, as

cited in Richards 2006) rather than a rote learning style which is how the P-P-P

cycle was originally used.

The formative individual assessment also allows the teacher to practice

Assessment for Learning (AfL). AfL is based around Black and Williams (1998)

research into students benefits of feedback, and how teachers can use the

results of formative assessment to modify what is taught and when to maximise

student learning.

The third, fourth and fifth week of this unit begin to steer away from analysis and

towards language production. The last analytical exercise marks the beginning of

the debating section of this unit. Students analyse the language features already

learned within this unit as well as beginning to recognise vocal inflections and

non-verbal cues that make the argument more persuasive. This particular

analysis will be based around a visual, current political or social issue within the

range of student interest. Student interests will be determined before a specific

text is chosen from a reliable source (such as ABCs Q&A(2015)). As well as

analysing the language features of the selected material, it is likely that students

will have something to say about the issue being discussed, hence giving the

students a chance to practice vocal inflections and non-verbal cues and the

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Amber Archdale ID: 110093159 Curriculum Development in
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Assessment 1
teacher a chance to analyse the students language in action, creating another

opportunity for AfL.

The final activities of the unit are summative assessment tasks and will take up

the rest of the time available in the five week unit. The two assessments focus

on two separate areas of English language learning speaking and writing.

The written assessment assesses individual students abilities to form written

persuasive texts and gives students the opportunity to use a more formal voice

within their work than they might use when they complete a verbal assessment.

This assessment will be due before the group debates and therefore will allow

students to become accustomed to the debating concept of rebuttal, as this

assessment is essentially a rebuttal response to a given argument.

Harmer (2007) says Speakers of English especially where it is a second

language will have to be able to speak in a range of different genres and

situations they need to be able to pronounce phonemes correctly, use

appropriate stress and intonation patterns and speak in connected speech.

Debating promotes the vocal inflections necessary to create a persuasive verbal

argument and the preparation period beforehand allows the teacher to monitor

the progress of students vocal inflections and pronunciation. Debating also

demonstrates students ability to construct comprehensive and persuasive

arguments.

Rationale for methodological approach

Constructivism revolves around the central theory that the learner is active in

the acquisition of knowledge and understanding (DETE 2001). Within the

structure of this persuasive communication unit is a constructivist underpinning.

Through the progression from whole class to small groups and then to individual

work, students build their knowledge and understanding through the repeated

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Amber Archdale ID: 110093159 Curriculum Development in
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Assessment 1
re-contextualisation of the language and cultural features discussed and taught

over the period of this five week unit. In addition to this, the learning

environment and how the teacher manages it will also have an impact of the

productivity and enthusiasm of students. Woolfolk Hoy et al (2006) outline four

orientations to school discipline and their implications for the way a classroom is

set up and run. In the context of Paralowie School, the classroom used for ESL

lessons was set up in a style that was indicative of a traditional teacher. That is,

a teacher who sees order as an essential aspect of academic learning and sees

themselves as in a position of power over the students (this was almost

exclusively displayed within the arrangement of the classroom, but was

occasionally demonstrated in the teaching style); the desks were set up in rows,

all facing the front of the classroom and leaving little opportunity for interaction

between students. In an EALD classroom set up by myself, the desks would be

arranged into small clusters so students can interact appropriately with each

other during group work, but all still have a sufficient view of the whiteboard,

where class activities will be centred. This view of classroom management is

closer affiliated with a liberal progressive or socially critical orientation. Woolfolk

Hoy et al (2006) also found that one criteria common in students (and fellow

teachers) perceptions of the good teacher is the ability to make learning fun.

By creating a diverse program of inclusive activities which encourage a

communicative process of constructivist learning, I am allowing for the

differentiation of learner abilities, promoting a sportive class community and

fostering class engagement. Woolfolk Hoy et al (2006) also discussed the

question what is good classroom management?, within which Banduras (1997)

theory of reciprocal determinism plays a large part in the behaviour of students.

The theory of reciprocal determinism equates to a series of factors influencing

ones behaviour which then influences another, which in turn influences the first

persons behaviour again, etc. It could be said that this particular unit is above

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Amber Archdale ID: 110093159 Curriculum Development in
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Assessment 1
the literacy level of the student context, however I believe that with enough

support for students at the class, group and student levels, students should be

able to achieve the work at a year ten standard. I have raised my expectations of

the students, rather than lower them as the teachers I observed at Paralowie

School did. By raising my expectations, I am setting adjusting behavioural and

environmental factors which influence students and providing them with an

environment in which they have the ability to achieve at a level thirteen or

fourteen standard.

2,066 words

(MySchool 2016)

Bibliography
ABC (2015). "Q&A." Retrieved 07/04, 2016, from
http://www.abc.net.au/tv/qanda/.

ACARA (2015, 06/04/2016). "The Australian Curriculum: English." Retrieved

05/04, 2016, from http://www.australiancurriculum.edu.au/english/curriculum/f-
10?y=8&y=9&y=10&s=LA&s=LT&s=LY&layout=1#level10.

Bandura, A. (1997). Self Efficacy: The excersise of control. New York, W.H.
Freeman.

Black, P. and D. William (1998). "Inside the Black Box." Retrieved 07/04, 2016,
from http://weaeducation.typepad.co.uk/files/blackbox-1.pdf.

Charles, C. M. (1999). Richard Curwin and Allen Mendler's Discipline with Dignity.
Building Classroom Discipline. New York, Longman.

DECD (2012). Language and Literacy Levels across the Australian Curriculum:
EALD Students(Levels 7-10) AND (Levels 11-14). D. o. E. a. C. Development.
Adelaide, Government of South Australia: 2-14.

DETE (2001). South Australian Curriculum, standards and accountability

framework: English as a Second language: early years band. D. o. E. T. a.
Employment. Adelaide, Department of Education, Training and Employment.

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Amber Archdale ID: 110093159 Curriculum Development in
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Assessment 1
Harmer, J. (2007). The Practice of English Language Teaching. Essex, Pearson
Education Limited.

MySchool (2015). "Paralowie School, Paralowie, SA." Retrieved 06/04, 2016, from
https://www.myschool.edu.au/SchoolProfile/Index/101803/ParalowieSchool/49597
/2015.

MySchool (2016). "MySchool Glossary." Retrieved 06/04, 2016, from

https://www.myschool.edu.au/AboutUs/Glossary#G2.

Richards, J. C. (2006). Communicative Language Teaching Today. New York,

Cambridge University Press.

Woolfolk-Hoy, A., C. Weinstein, et al. (2006). Student and Teacher Perspectives

on Classroom Management. Handbook of Classroom Management: Research,
practice and contemporary issues. Mahwah NJ, Lawrence Erlbaum Associates:
181- 219.

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