COLLEGE OF EDUCATION

APPLIED CURRICULUM PROJECT REPORT

YEAR 2
Bachelor of Education P - 12 (ABED)
Preservice teachers are required to complete an Applied Curriculum Project Report (using this proforma) on completion of their project. This form
is to be completed by the preservice teacher(s). Reference should be made to the ACP Plan developed earlier in the year. A brief comment by
the School Partnership Coordinator (or nominee) is also required. This document must be word processed.
This Final Report must:

Describe the project and its outcomes

Provide evidence of how the aims of the project were met or not met and why with reference to the relevant educational theory and/or
literature or policy cited in the plan
Comment on the progress according to the action plan included in the Plan and advise of any changes to this plan and the reasons for any
amendments
Evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation methodology described in the
plan.
Describe how each of the five, or more, professional skills (planning, negotiating, project management, problem solving, team work, time
management, evaluating, communicating, reporting and researching) you nominated in your plan where used/applied during your ACP.

Submission Deadline: Each preservice teacher is required to submit this report to their Praxis Inquiry lecturer no later than the week
commencing 12 th October, 2015.
Preservice Teacher to complete Sections 1 - 5
ACP Mentor Teacher to complete Section A

Preservice Teacher submitting this report Jessica MacDonald Student ID s3909432

ACP Title Phonics Prep B
School/Setting Spotswood Primary School
Address Melbourne Road, Spotswood
Phone (03) 9391 1323 Fax (03) 9391 0913
Partnerships Coordinator Jackie Green
ACP Mentor(s) Tianne Ball

1. Brief Description of the Project and its Outcomes

The project as described in the plan was to aid students having difficulty with literacy. Students were taken out of their
reading lesson for a more intensive and smaller reading group. This reading group included guided reading, reading
aloud, reading activities and the use of ICT in literacy.
The students showed improvement in their sight words, use of onset and rime and knowledge of the alphabet letters
and sounds. Each student at least learnt two more sight words from the Oxford wordlist, and those who needed to
improve phonics had.
There has been a great improvement in one of the students. This one particular student is quite fearful of reading and
being wrong, however his improvement in confidence is quite noticeable. The two students focusing on improving onset
and rime skills have both had a soar in confidence levels when reading.

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 2. Provide evidence of how project aims were met or not met and why with reference to relevant
educational theory/or literature or policy cited in the plan.
The original selection for students was changed, due to one of the students becoming to advance to benefit from this
project. Students from Prep V were also not apart of the project due to a lack of rapport with these students, making it
difficult to aid them.

The project aims were changed prior to the ACP beginning. Instead of solely focusing on phonics and alphabet
recognition, the sessions were more based around literacy skills improving and onset and rime skills improving.
However, once the lessons began, it was found two of the students needed more aid in alphabet recognition. One
student is EAL and the other is new to the school. The other two students in the group had no issues with alphabet
recognition and phonics; these students had a stronger focus on onset and rime. There was no difference between
information texts and fiction used throughout these lessons.
The only remaining relevant AUSVEL codes used were:
Recognise the letters of the alphabet and know there are lower- and upper-case letters (ACELA1440)
Know how to use onset and rime to spell words (ACELA1438)
Produce some lower-case and upper-case letters using learned letter formations (ACELY1653)
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for
example an information book or a film) and that stories and informative texts have different purposes
(ACELA1430)

3. Comment on progress according to your Action Plan and advise of any changes to this plan and these
reasons for any changes.
The idea of individual lesson plans was not practical, as the bases of each lesson was the same. Instead I created one
lesson plan, with all the possibilities for change written within (Attached). The ACP instead of being conducted
throughout my Tuesday placement days was changed to the two-week placement block. This was found to be more
beneficial to the students.

The staff room became the environment for the lessons. The students were taken out of their reading block, where they
would do independent reading and reading activities; this was a good time period due to the similarities.

4. Evaluation
Evaluate the success or otherwise of the outcomes with reference to the evaluation methodology described in the plan.
As stated prior, there has been a great deal of improvement in these students in this short time period. There was no
formal evaluation of phonics prior to these lessons conducted by myself however my mentor teacher has seen the
findings and found an improvement in these students. The two students who were struggling with letters have improved
their recognition and phonics. The Oxford Wordlist was used as a means of evaluation for sight words; the first test was
conducted on the 8th of October. The last test was conducted on the 16 th of October. Each student had an improvement,
with the largest being of 5 words.

While conducting these lessons, I was not sure if I was actually benefitting the students or being a bother. However the
results demonstrate that these intensive small group sessions are very beneficial. (Images attached of 2 students
results from the Oxford Wordlist, alphabet sheet and phonics sheet.)

5. Professional Skills Utilised

Describe how each of the five, or more, professional skills (planning, negotiating, project management, problem solving, team work, time
management, evaluating, communicating, reporting and researching) you nominated in your plan where used/applied during your ACP.

Professional Skill #1 Name of Skill - Planning

Despite their only being one base lesson planned; planning was required to ensure there was enough time for
activities, readings and so on. Planning was also required to ensure I didnt walk into these lessons
unprepared.
Professional Skill #2 Name of Skill- Problem Solving
When students became disinterested, I used problem solving techniques to ensure the next lesson was
interesting for the students. An example could be seen with the use of iPads and the applications used, I
selected programs for the students to use, two found their programs boring, hence more interactive and fun
learning literacy games were selected.
Professional Skill #3 Name of Skill Time Management

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 As there was only 30 minutes for the lessons, time management was crucial. A few times I found I ran out of
time with the students. It was important to fit the reading, activity and sight words into each lesson.
Professional Skill #4 Name of Skill Evaluating
The skill of evaluating was used in a series of ways. One way in particular is that I would ask the students how
they found a certain activity or book and was to whether to use it again.
Professional Skill #5 Name of Skill - Communicating
Communicating was used in each session. The main use was to the students, what activities they liked, didnt
like and what they found helpful. There was also communication with my mentor teacher about how the
students did, and their behaviour.
Professional Skill #6 Name of Skill - Reporting
Reporting was used after every session; I would report how the session went with my mentor teacher. This was
important to do more ideas being thrown around and aiding me with these lessons.
Professional Skill #7 Name of Skill Researching
The use of research throughout this ACP was greatly needed. I researched fun applications and programs to
use on the iPads with the students, beneficial reading activities and the book level needed.

Section A Professional skills displayed by the preservice teacher in the completion of the project
(ACP Mentor Teacher (or nominee) to complete)
e.g., problem solving, negotiating, project management, planning, team work, time management, evaluating,
communicating, reporting, researching. Also, whether expected outcomes, as identified in ACP Plan, were
met.

Jess demonstrated a range of professional skills while completing her ACP. Jess was aware of each students needs and
abilities and was able to develop and provide activities that catered to their needs.
Jess showed initiative when researching and developing activities that were engaging and diverse. When students
became disengaged in certain activities Jess had a plan for introducing new content.
Jess had a wide range of activities, which met the needs of a diverse group of students.
The ACP lessons always began at the appropriate time and students were excited to go with Jess for these special
lessons. Jess always shared her thoughts and feelings with me in a reflection after her lesson.

The outcomes of the ACP plan were met as Jess provided a wide range of literacy activities that benefited the learning of
her students. Alphabet and sight word recognition has improved and students understanding of onset and rhyme has also
developed.
Overall Jess was very professional and organised throughout the delivery of her AC, the students were engaged and I
believe they benefited from these lessons, not only academically but also socially (skills in confidence, teamwork and
sharing.) Great work!

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