Professional Documents
Culture Documents
Inquiry Question:
2. My Inquiry 5. Evaluating My
Question Practice
Other: Evidence Of
3. My Action Plan Professional
Standards
1. CONTEXT AND CONTENT FOR LEARNING
My Learners: reviewing whole class- strengths, abilities and learning needs.
Student 2:
This student needs support to achieve at standard during learning tasks.
Student 3:
This student needs to be given visual prompts during learning and encouragement to
practice his English, as he is a EAL leaner.
1. CONTEXT AND CONTENT FOR LEARNING
Student 2:
On average, Student 2, moves 1.0 progression points on the Proficiency Scales for most Writing
Essential Learning units, usually moving from a 2 on the scale to a 3, which is at level.
Specific Outcome: Student 2 will move 1.5 progression points during the Procedural Writing Unit.
Student 3:
On average, Student 3, moves 0.5 progression points on the Proficiency Scales for most Writing
Essential Learning units. He usually moves from a 1 to a 1.5, which shows he still needs teacher
support with a lot of his writing.
Specific Outcome: Student 3 will move 1.0 progression points during the Procedural Writing Unit.
2. MY INQUIRY QUESTION & PROFESSIONAL LEARNING
Inquiry Question: How can I cater for the diversity of learners by differentiating a
procedural writing unit of work, to best support students with varying writing abilities?
Professional Learning:
- Professional Conversations
- Professional Observations
- Professional Readings
What I learnt:
- Expectations must be clear and achievable for every student.
- Mini lessons to further support students learning.
- Providing students with clear instructions.
- Activities must be data-informed, student-focused, purposeful and productive.
3. THE ACTION PLAN
Writing
First Steps
How can I cater for the diversity of Extending and
Visual supports/ learners by differentiating a enabling tasks
aids to support procedural writing unit of work, to
EAL students.
best support students with varying
writing abilities?
Student 1 moved from 2.5 to 4.5 on the proficiency scale, showing a total growth of 2 progression points.
- Original learning outcome: Student 1 will move 1.5 progression points during the Procedural Writing Unit.
Student 2 moved from 2.0 to 4.0 on the proficiency scale, showing a total growth of 2 progression points.
- Original learning outcome: : Student 2 will move 1.5 progression points during the Procedural Writing Unit.
Student 3 moved from 1.5 to 3.5 on the proficiency scale, showing a total growth of 2 progression points.
- Original learning outcome: Student 3 will move 1.0 progression points during the Procedural Writing Unit.