Katherine Stewart

Professional Learning Plan

School of Languages Professional Learning Plan

Katherine Stewart French (Primary Middle) 2014
Areas for development (refer to Standards)
Skills, knowledge, behaviours or specific
competencies to be developed to strengthen
professional capacities
Differentiation between students of diverse
learning abilities and developmental levels.
1.2 Understand how students learn:
- Expand understanding of how students learn
using research and workplace knowledge.
1.5 Differentiating teaching to meet the specific
learning needs of students across the full range of
abilities:
- Develop teaching activities that incorporate
differentiated strategies to meet the specific
learning needs of students across the full range of
abilities.
1.6 Strategies to support full participation of
students with disability:
- Design and implement teaching activities that
support the participation and learning of students
with disability and address relevant policy and
legislative requirements.
3.6 Evaluate and improve teaching programs:
- Evaluate personal teaching and learning
programs using evidence, including feedback from
students and student assessment data, to inform
planning.

Professional learning activities

Responsibility for action

Who and when?

Engage with students during lessons to

explore their likes and dislikes, hobbies, what
they do during school at times when there
are opportunities to determine such
information such as group discussions and
observing student behaviour in regards to
topics.

Communication with students home school,

teachers and parents about particular
students of concern and their needs.

Develop effective teaching strategies with the

use of multimodal texts and available ICT
capabilities to communicate with students of
different learning abilities and routines.
Perhaps taking part in PLT: Visible
Learning/Differentiation in Week 10, 4/4/14.

Collaborative: PLT Meeting (Week 6, 7/3/14)

Myself; continuous formative assessment

during lessons, and observations and
conversations with students during the
lesson break.

Myself; establishing knowledge of students

from their teachers and parents before
and/or after lessons.
Myself; before and after each lessons (recap
prior knowledge of strategies and reassess
purpose). Perhaps taking part in PLT: Visible
Learning/Differentiation in Week 10, 4/4/14.
Myself; continuously throughout the year.
Collaborative: PLT Meeting (Week 6, 7/3/14)

Commented [A4]: Discussions during the breaks, getting to know

individual students.

Commented [A1]: Observed Indonesian lesson at TVCS to take

notes on the activities done during the lesson.
Commented [A2]: Parent teacher interviews successful.
Remained contact with numerous parents throughout the year.

Commented [A3]: Incorporating EDMODO, ClassDOJO, Show

Me to use as formative assessments.

Katherine Stewart

Plan and implement effective, sequential lesson

plans (Australian Curriculum Implementation in
planning).
2.2 Content selection and organisation:
- Organise content into coherent, well-sequenced
learning and teaching programs.
3.2 Plan, structure and sequence learning
programs:
- Plan and implement well-structured learning and
teaching programs or lesson sequences that
engage students and promote learning.
3.4 Select and use resources:
- Select and/or create and use a range of
resources, including ICT, to engage students in
their learning.

Implementing explicit teaching strategies to

cater the literacy and numeracy needs of all
students.
2.5 Literacy and numeracy strategies:
- Apply knowledge and understanding of effective
teaching strategies to support students literacy
and numeracy achievement.
3.3 Use teaching strategies:
- Select and use relevant teaching strategies to
develop knowledge, skills, problem solving and
critical and creative thinking.
Career plan (optional)

Professional Learning Plan

Familiarise myself with the resources

provided by Andrew Scrimgeour on
developing lesson plans, and short term and
long term plans relative to the requirements
of the Australian Curriculum.
Include the explicit teaching of metalanguage
in lessons re: phonology, syntax, orthography
and morphology (subject-verb-object syntax,
accents in French and terminology, explicit
teaching of verbs and purposes, etc).

Myself; planning is according to the

requirements of the Australian Curriculum,
SACSA and informed by Scarino, A &
Liddicoat, A 2009, Teaching and Learning
Languages: A Guide, Curriculum Corporation,
Carlton, all the while fulfilling the
documental needs of the School of
Languages.
Collaborative: Week 7 14/3/14 Staff Focus
Day - Australian Curriculum with Angela
Scarino

Commented [A5]: Developed Semester Plan for Alberton based

on planning proformas from Uni. Not so consistent with lesson plans
but the idea still permeates in classroom activities.

Commented [A6]: Discussion of verbs, nouns and adjectives

were prevalent during lessons explicitly and purposefully.
Commented [A7]: Partook in PD: AC for the whole year.

Continuous research on developmentally

responsive literacy and numeracy teaching
strategies, among other effective whole-class
teaching strategies.
Research on critical and creative thinking
exercises into the teaching and learning of
French, such as analyses of authentic texts
such as French calendars, introductions,
pictures etc.

Collaborative: Week 9 28/3/14 PLT Australian Curriculum

Myself; continuously throughout the year.

Along with discussions with colleagues on
exercises for students to apply their
knowledge.

Commented [A8]: It was hard to develop this due to the context

of the school however putting kids in achievement groups during
lessons was an effective way to ensure that content and activities
were differentiated during the lessons.

Commented [A9]: Needed to incorporate more of this. How?! Do

research.