Monica Sharpe 18795006

CTL Professional Task

Abstract

The following report focuses upon a Stage 4 unit of work, Struggle to Survive. The unit

was original designed for the selective stream at Parramatta High. This report offers

recommendations aimed to improve the units suitability for a comprehensive class at

Parramatta High. The unit has been reconstructed using the Understanding by Design

(UbD) framework and recommendations have been offered to improve sequencing of

learning, literacy development, the developing of personal and social capabilities and

assessment.

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Table of Contents

Background Information p. 3

Original Unit p. 4

Reconstructed Unit p. 7

Comparative Table p. 13

Professional report of recommendations p. 17

References p. 24

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Background Information

This unit has been designed for and taught at Parramatta High in Western Sydney.
Parramatta High is a public, co-educational high school that has both comprehensive
and selective streams. The school population is extremely diverse, with 91% of students
coming from a language background other than English. Socioeconomically, the school
population is also extremely varied. There are also a much larger amount of male
students compared to female students at Parramatta High.

The Stage 4 Struggle to Survive unit was originally taught to a Year 8 selective class at
Parramatta High. This class was made up of gifted and talented students, with the
majority coming from immigrant backgrounds. The class was extremely diverse in
terms of race and nationality. The class, like the rest of the school, has a larger
proportion of male students compared to female students.

The recommendations that will follow in this report relate to the unit being taught in a
comprehensive class, rather than selective class, at Parramatta High. Students within
the comprehensive classes at the school are of a mixed academic ability. In a typical
comprehensive class at Parramatta High there will be several students of a refugee
background, several students with additional learning needs and several students with
socio-emotional challenges. As such, the recommendations suggested within this report
focus upon differentiation and addressing literacy concerns, as well as improving
assessment and sequencing.
* Statistics from MySchool website. Retrieved
https://www.myschool.edu.au/SchoolProfile/Index/105171/ParramattaHighSchool/41804/2016

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ORIGINAL UNIT OF WORK

Parramatta High School Faculty: English UNIT TITLE: Struggle to Survive Stage 4

Unit Overview Duration

Students widen their understanding of the world and language through a range of Term 1 11 weeks
texts connected to the idea of humans struggling to survive. In addition, students will
understand the cultural significance of documenting this aspect of the human
condition.

Outcomes Key Concepts

EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis, Understand the ways in which humans may struggle and the ways that
imaginative expression and pleasure humans survive their struggles
EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for
Understand how this idea is represented in both fiction and non-fiction set
responding to and composing texts in different media and technologies.
EN4-3B: uses and describes language forms, features and structures of texts appropriate to a
text and range of media texts
range of purposes, audiences and contexts Students create their on texts that explore the idea of struggle to survive
EN4-4B: makes effective language choices to creatively shape meaning with accuracy, clarity
and coherence
EN4-5C: thinks imaginatively, creatively, interpretively and critically about information and
increasingly complex ideas and arguments to respond to and composes texts in a range of
contexts
EN4-6C: identifies and explains connections between and among texts
EN4-7D: demonstrates understanding of how texts can express aspects of their broadening
world and their relationships within it
EN4-8D: identifies, considers and appreciates cultural expression in texts

Links to School Plan 2012-2014 Assessment Overview

Literacy
Increased levels of literacy achievement for every student ASSESSMENT ONE (CLASS TASK)- LISTENING 10%
Numeracy Students will listen to an extract from the novel they have been studying in class.
Raise numeracy standards to NAPLAN benchmarks or above They will answer a series of short answer questions on the ideas of language features
Curriculum and Assessment of extract.
Appropriate assessment and reporting practices embedded in all T & L
programs ASSESSMENT TWO (CLASS TASK)- WRITING 10%
Student Engagement and Attainment Students will write a narrative which explores the themes of struggle to survive
Improved student learning through quality teaching practices

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Develop a school culture and practice that respects and responds to every
student needs at all stages of learning

Learning Across the Curriculum Literacy (including FOR) Cross Curriculum Priorities Other Areas
General Capabilities Numeracy Personal and social capability Aboriginal and Torres Strait Islander histories and Civics and Citizenship
Critical and Creative Thinking Information and communication technology cultures Difference and diversity
Ethical Understanding Intercultural Understanding Asia and Australias engagement with Asia Work and Enterprise
Sustainability

TEACHING AND LEARNING ACTIVITIES METALANGUAGE/VOCAB RESOURCES

CORE
Introduction to concept- students consider different examples from their Obstacle/hardship/adversity/resilience/courage Alive in the Dead Zone
own life/community/wider world of different types of struggle and Stamina/endurance/fortitude/will/spirit Hatchet
survival situations. Discuss the factors that transform a situation into one Optimism/human nature/survival/ingenuity Pavarna
of survival. Show examples (covers of books/DVD, short story, newspaper Perseverance/theme/concept Trash
article etc.) of people struggling to survive in different ways. Great Escapes
Determine what a survivor is and what qualities/characteristics a survivor Vocabulary relevant to set text Booklets of new cuttings
has. Teacher guide class discussion to consider physical health, Representation Websites/book and or DVD covers
personality factors, attitudes, action, available resources, environment and Sensationalise
external factors e.g. luck. Students imagine they are in a survival situation Witness
and explore how they would survive the situation. Andrew Denton Interviews-
Introduction to set novel- e.g. research/interpretation of cover. Design of visual texts- font/vectors Survivors- transcripts or film
Students analyse how the composer of their set texts represents the Vocabulary- based on novel
concept of struggle to survive. Focus on analysis of narrative elements. Structure for text response-context/text Overcoming Adversity booklet
Study of novel and related texts- study guide Description/evaluation
questions/skimming/scanning activities/comprehension/close Extracts- Kabul to Kingslake
reading/language study/character analysis. Determine what Narrative elements
qualities/characteristics help the main character survive their situation. Bear Grylls Episodes
Students develop their creative writing skills by practicing the techniques I Shouldnt be alive
used by the author of the set text. Students are given a range of stimuli to Episodes
practice their creative writing. Focus: character development, setting,
imagery, descriptive writing, language techniques, sentence structure,
tension, narrative arc, voice, structure

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EXTENSION
Students research a true life story of survival, past or present. E.g. Structure- for text response- context/text Examples of text response
Holocaust, Sept 11, Tsunami, Titanic, New Orleans, Pearl Harbour OR Description/evaluation
Research a person that they know of who has experience a struggle to Extracts from other non-fiction
survive- create PowerPoint of own story. Structures of news report texts- A fortunate Life/I can jump
Students write a 5 step survival guide for tourists visiting a dangerous Current affairs program- format Puddles
environment. Interview
Writing tasks- diary or newspaper report/eyewitness-breaking news
report detailing a persons struggle for survival
Class oral task on topic- speech/TV panel/talk shown- OR research on
teacher directed list of famous people who experienced struggle to
survive.
Create a poster to demonstrate a comparison between the main character
of set text as a survivor and that of a true-life survivor.

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Reconstructed Unit of Work

Year 8 Scope and Sequence
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Representations of Australia Film Study
Term 1

This unit focuses on a range of short texts in a variety of different text types, connected by This unit focuses upon the film, Rabbit Proof Fence. It is a continuation of the
representations of Australia. Students will focus on close analysis of a range of different Representations of Australia unit.
texts, and explore how texts create a sense of national identity. Assessments: Class Speech (20%)
Focus outcomes: EN4-2A, EN4-2A, EN4-6C, EN4- 7D, EN4-8D Focus outcomes: EN4-2A, EN4-2A, EN4- 7D, EN4-8D

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Persuasive Writing Online Magazine
Students explore the role of different types of persuasive writing in society, including newspaper articles, Students design, develop and publish an online magazine for a teenage
Term 2

opinion pieces and speeches. They explore the elements of effective persuasive texts and construct their audience. This is a continuation of the Persuasive Writing unit, and
own. involves students using the persuasive devices they have discovered in
Assessment: Persuasive Writing task (10%) other texts.
Assessments: Online magazine (15%)
Focus outcomes: EN4-2A, EN4-3B, EN 4-4B, EN4-5C Focus outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-4B, EN4-5C, EN4-9E

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Struggle to Survive
This unit focuses on representations of the human struggle to survive through a set novel, and a range of other short texts. Students will widen their understanding of themselves and the
Term 3

world through this study. In addition, students will understand the cultural significance of documenting this aspect of the human condition. They will also compose their own
imaginative texts focused upon a struggle to survive.
Assessments: Class Listening Task (10%)
Class Writing Task (10%)
Focus outcomes: EN4-1A, EN4-2A, EN4-3B, EN4-5C, EN4-6C, EN4-7D, EN4-8D

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Fractured Fairytales Drama
Term 4

This unit of work focuses upon the idea of fractured fairytales. Students explore the idea of Students experience play reading, learning about dramatic techniques, and performance
textual appropriation, and the effect of context upon representations of a variety of themes, of a scene in groups. This unit includes peer and self-assessment.
including gender roles. Students compose their own fractured fairytales. Assessments: Drama performance (15%)
End of year exam (25%)
Focus outcomes: EN4-2A, EN4-4B, EN4-5C, EN4-8D, EN4-9E Focus outcomes: EN4-1A, EN4-2A, EN4-5C, EN4-7D, EN4-9E
* This scope and sequence was based upon the recommended scope and sequence provided by NESA. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/global/files/english_s4_sampless1.pdf
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Parramatta High School Faculty: English UNIT TITLE: Struggle to Survive Stage 4

Unit Overview
Students widen their understanding of the world and language through a range of texts connected to the idea of humans struggling to survive. In addition, students will
understand the cultural significance of documenting this aspect of the human condition.

Outcomes Key Concepts

EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis, Understand the ways in which humans may struggle and the ways that
imaginative expression and pleasure humans survive their struggles
EN4-2A: effectively uses a widening range of processes, skills, strategies and knowledge for
Understand how this idea is represented in both fiction and non-fiction set
responding to and composing texts in different media and technologies.
EN4-3B: uses and describes language forms, features and structures of texts appropriate to a
text and range of media texts
range of purposes, audiences and contexts Students create their on texts that explore the idea of struggle to survive.
EN4-4B: makes effective language choices to creatively shape meaning with accuracy, clarity Students explore and understand the social and political purpose of
and coherence representing the struggle to survive within texts
EN4-5C: thinks imaginatively, creatively, interpretively and critically about information and
increasingly complex ideas and arguments to respond to and composes texts in a range of
contexts
EN4-6C: identifies and explains connections between and among texts
EN4-7D: demonstrates understanding of how texts can express aspects of their broadening
world and their relationships within it
EN4-8D: identifies, considers and appreciates cultural expression in texts

Links to School Plan 2012-2014 Assessment Overview

Literacy
Increased levels of literacy achievement for every student ASSESSMENT ONE (CLASS TASK)- LISTENING 10%
Numeracy Students will listen to an extract from the novel they have been studying in class.
Raise numeracy standards to NAPLAN benchmarks or above They will answer a series of short answer questions on the ideas of language features
Curriculum and Assessment of extract.
Appropriate assessment and reporting practices embedded in all T & L
programs ASSESSMENT TWO (CLASS TASK)- WRITING 10%
Student Engagement and Attainment Students will write a narrative which explores the themes of struggle to survive.
Improved student learning through quality teaching practices
Develop a school culture and practice that respects and responds to every HURDLE TASK- ONLINE PROCESS PORTFOLIO
student needs at all stages of learning Students will upload a weekly reflection and piece of writing to an online process
portfolio, reflecting on their learning process in the unit so far. The teacher will offer
feedback on these pieces each week. This task acts as a piece of formative
assessment.
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Learning Across the Curriculum Literacy (including FOR) Cross Curriculum Priorities Other Areas
General Capabilities Numeracy Personal and social capability Aboriginal and Torres Strait Islander histories and Civics and Citizenship
Critical and Creative Thinking Information and communication technology cultures Difference and diversity
Ethical Understanding Intercultural Understanding Asia and Australias engagement with Asia Work and Enterprise
Sustainability

TEACHING AND LEARNING ACTIVITIES METALANGUAGE/VOCAB RESOURCES

Sequence 1: Introduction to concept (approximately 2 weeks) Obstacle/hardship/adversity/resilience/courage Alive in the Dead Zone
Learning Intention: Students will understand the many different ways that a Stamina/endurance/fortitude/will/spirit Hatchet
person can struggle to survive and explore why this concept may be represented in Optimism/human nature/survival/ingenuity Pavarna
texts. Perseverance/theme/concept Trash
Essential Questions: Great Escapes
What makes a person a survivor? Vocabulary relevant to set text Booklets of new cuttings
In what different ways can someone struggle to survive? Representation Websites/book and or DVD covers
Why would the concept of the struggle to survive be so prevalent in Sensationalise
texts? Witness
Outcomes: EN4-6C, EN4-7D Andrew Denton Interviews-
Learning Activities: Design of visual texts- font/vectors Survivors- transcripts or film
Students consider different examples from their own Vocabulary- based on novel
life/community/wider world of different types of struggle and survival Structure for text response-context/text Overcoming Adversity booklet
situations. Discuss the factors that transform a situation into one of Description/evaluation
survival. Show examples (covers of books/DVD, short story, newspaper Extracts- Kabul to Kingslake
article etc.) of people struggling to survive in different ways. Narrative elements
Determine what a survivor is and what qualities/characteristics a survivor Bear Grylls Episodes
has. Teacher guide class discussion to consider physical health, Structure- for text response- context/text I Shouldnt be alive
personality factors, attitudes, action, available resources, environment and Description/evaluation Episodes
external factors e.g. luck. Students imagine they are in a survival situation
and explore how they would survive the situation. Structures of news report Examples of text response
Students research a true life story of survival, past or present. E.g. Current affairs program- format
Holocaust, Sept 11, Tsunami, Titanic, New Orleans, Pearl Harbour OR Interview Extracts from other non-fiction
Research a person that they know of who has experience a struggle to texts- A fortunate Life/I can jump
survive- create PowerPoint of own story. Puddles
Students write a 5 step survival guide for tourists visiting a dangerous
environment.
Class oral task on topic- speech/TV panel/talk shown- OR research on
teacher directed list of famous people who experienced struggle to
survive.
At least one of these tasks should be completed as a collaborative task.

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Sequence 2: The set novel (e.g. Trash) (approximately 5 weeks)

Learning Intention: Students will understand how and why Andy Mulligan has
represented a struggle to survive within Trash.
Essential Questions;
What kind of struggle to survive is represented in Trash?
How has Andy Mulligan represented the struggle to survive?
What is the purpose of this representation in Trash?
Outcomes: EN4-1A, EN4-2A, EN4-3B
Learning Activities
Introduction to set novel- e.g. research/interpretation of cover.
Students analyse how the composer of their set texts represents the
concept of struggle to survive. Focus on analysis of narrative elements.
Study of novel and related texts- study guide
questions/skimming/scanning activities/comprehension/close
reading/language study/character analysis. Determine what
qualities/characteristics help the main character survive their situation.
SEAL paragraph writing task: Teacher uses explicit instruction, scaffolding
and modeling to teach how to write a SEAL paragraph focusing upon a
close analysis of Trash. The gradual release of responsibility model should
be used here. The teacher begins by modeling, the class then co-constructs
paragraphs, and finally the students individually write their paragraphs.
The essential questions of this section can be used as the basis of the SEAL
paragraphs. The paragraphs should be uploaded to the online process
portfolio.
Create a poster to demonstrate a comparison between the main character
of set text as a survivor and that of a true-life survivor.

Sequence 3: Connections to the wider world (approximately 3 weeks)

Learning Intention: Students will understand the significance of the representation
of the struggle to survive within texts.
Essential Questions:
What is the social and political significance of representing the human
struggle to survive within texts?
How can we construct texts that represent the human struggle to survive
for particular purposes?
Outcomes: EN4-4B, EN4-5C, EN4-8D
Learning Activities
Project-based group task: In groups of three, students write a report to the
United Nations, exploring whether the living conditions of the characters
in their set novel conform to the United Nations Declaration of Human

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Rights. This task will be completed in groups of three, and the final
product should be uploaded to the online process portfolio.
Students develop their creative writing skills by practicing the techniques
used by the author of the set text. Students are given a range of stimuli to
practice their creative writing. Focus: character development, setting,
imagery, descriptive writing, language techniques, sentence structure,
tension, narrative arc, voice, structure
Writing tasks- diary or newspaper report/eyewitness-breaking news
report detailing a persons struggle for survival

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Comparative Table of Unit Recommendations
Area of Concern
The original unit of work did not contain
formative assessment methods or opportunities
for effective feedback for students throughout
the unit of work.
The original unit does not provide opportunities
for collaborative learning or the development of
personal and social capabilities.
Suggested Alteration
To better integrate formative assessment and
effective feedback into this unit an online
process portfolio has now been added as a
hurdle task within the unit. This task involves
students uploading weekly reflections and pieces
of work onto an online portfolio. The teacher will
offer feedback on this work each week. The task
will be marked Satisfactory or Unsatisfactory demonstrates that portfolio assessments are
at the conclusion of the unit.
Within each learning sequence within the unit,
collaborative learning tasks will be added. The
most substantial is a collaborative, project-based
learning task included as a part of the final
learning sequence of the unit. This task requires
students to write a report to the United Nations
exploring whether the living conditions of the
Monica Sharpe 18795006
Research supporting suggested alteration
Research has demonstrated that timely, effective
feedback focused upon the process of student
learning is extremely effective in raising student
achievement (Hattie, 2009; CESE, 2014).
Including the online process portfolio creates a
system by which this feedback can be delivered.
Research conducted by Fernsten (2009)
particularly effective as formative assessment as
they provide an avenue of communication
between the teacher and the student and allow
students a structured way to evaluate their own
work and learning. Furthermore, research has
discovered that formative assessment is also
effective as a differentiation tool (Doubet, 2012).
As this unit of work is being re-designed for a
comprehensive, rather than selective, class,
differentiation is particularly important. Doubet
found that formative assessment allows teachers
in a differentiated classroom to make weekly
assessment of students progress, and readiness
for particular tasks, as well as increasing student
achievement.
Research suggests that in order to demonstrate
understanding students need to be given
opportunities to make sense of their learning
through engagement with others (Wiggens &
McTighe, 2005). It is through a collaborative
exploration of knowledge and content that
students develop their ability to transfer
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The unit is not framed around learning
intentions, goals or essential questions.
Currently the unit is only structured around
core, and extension tasks, which is inadequate.
characters in their set novel conform to the UN
Declaration of Human Rights. Students are to
construct this report in groups of three.
The unit will be structured in three learning
sequences with clear learning intentions and
essential questions for each section. An
approximate amount of weeks will be given for
each learning sequence, however it will be up to transferrable ideas and skills. Essential
the individual teacher to assess how long his/her questions are effective in framing learning
class need for each sequence.
Monica Sharpe 18795006
learning to new a different contexts (Wiggens &
McTighe, 2005). For this reason it is important
for students to be given opportunities to
collaborate with peers. Moreover, research has
demonstrated that collaborative learning helps
students develop social capabilities. Laal &
Ghodsi (2011) suggest that collaborative
learning helps develop a social support network
for learning, develops empathy and builds an
understanding of diversity. Furthermore,
Ibrahim et al (2015) argue that collaborative
learning is particularly beneficial in
comprehensive classrooms that include students
with language backgrounds other than English.
In these classrooms Ibrahim et al demonstrate
that collaborative learning acts as a
differentiation method, increases student
motivation and forces students to rely on one
another.
Wiggens and McTighe (2005) emphasise the
importance of having clear learning intentions
and essential questions to ensure that content is
not aimless and that tasks are connected by big,
around inquiry and student discovery.
Furthermore Hattie (2012) demonstrates that
when learning is visible in the classroom, that is
when the learning goal is clear and explicit, then
students are more likely to achieve at a higher
level. The learning intentions of each sequence of
the unit will be discussed with the students so
that they understand the purpose of their
learning. Data from PISA found that students
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There was not a strong focus on direct
instruction or teaching scaffolding within the
original unit of work.
During the second learning sequence in the unit
a series of activities will be added that uses
explicit instruction and teacher modeling to
teach language analysis and the writing of SEAL
paragraphs. This approach to the teaching of
writing will be used in activities throughout the
rest of the unit.
Monica Sharpe 18795006
were more academically successful when the
intention of their learning was made clear and
explicit (CESE, 2014).
Students who receive explicit teaching, which
includes direct instruction as well as teacher
modeling and scaffolding, perform better than
students who do not (CESE, 2014). Research has
also demonstrates that explicit teaching is
particularly beneficial for lower ability learners
and those from low socio-economic areas
(Education Consumers Foundation, 2011). In a
comprehensive classroom this change is
therefore particularly important. Furthermore, it
is well established that teacher scaffolding is
effective in teaching writing to students,
especially those who struggle with low levels of
literacy (Griffith 2012; Gannon, 2010). Research
by Dooley & Thangapeumal (2011) and Olsen,
Land, Anselmi & AuBuchon (2010) found that
explicit instruction and teacher modeling was
effective in allowing students with a refugee
background and students with a language
background other than English, to develop the
literacy skills needed to write analytical essays
in secondary English classrooms. This research
is especially important in justifying this change
in the unit, as in a comprehensive class at
Parramatta High it is highly likely these students
will be present.
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The original unit does not include a scope and
sequence. Although the outline does identity that
the unit will be taught in Term 1 for 11 weeks,
the absence of a scope and sequence means that
there is no evidence of how the unit will fit into
the overall learning sequence for Year 8.
A scope and sequence has been included which
demonstrates the sequence of units for Year 8.
This unit has also been moved from Term 1 to
Term 3, to allow some of the transferrable skills
needed to complete this unit to be developed
during the Term 1 and Term 2 units.
Monica Sharpe 18795006
Wiggins & McTighe (2005) suggest that one of
the factors in creating a learning environment
aimed at understanding is that units of work are
sequenced so that they are a bit of a larger
coherent framework of a program. For learning
to be effective, units cannot be isolated from one
another but rather involve the development of
skills and knowledge that are transferrable from
one to the next. Furthermore, research by CESE
(2014) indicates that a systematic and
sequenced approach to teaching is necessary for
student success. Students require a strong
foundation of key literacy concepts before they
can move on to higher order thinking skills. In
the case of this scope and sequence, this unit
requires students to understand basics of textual
analysis (covered in Representations of Australia-
Term 1) and the aspects of persuasive writing
(covered in Persuasive Writing- Term 2).
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Professional Report of Recommendations

The Stage 4 Struggle to Survive unit has been used successfully at Parramatta High for

several years. The following report outlines some recommendations for improvement

to the unit based upon the Understanding by Design (UbD) approach to unit design. One

of the key tenants of UbD is that units must be evaluated and reviewed frequently to

ensure they remain effective. As it has been several years since our department has

evaluated the Struggle to Survive unit, this report will act as a catalyst for a

professional discussion about the unit in the department. The report focuses upon

ensuring that the unit is appropriate for the comprehensive stream, rather than the

selective stream, within the school. The recommendations that follow seek to improve

the Struggle to Survive unit in the areas of learning sequencing, literacy development,

the development of personal and social capabilities and assessment.

Sequencing of Learning

The UbD framework suggests that effective teaching and learning such be focused upon

deep understanding and the transfer of skills and learning (Wiggens & McTighe, 2005).

The framework suggests that this can best be achieved through designing programs and

units backwards through first identifying the desired results of the learning and then

planning for those results. Wiggens and McTighe (2005) who constructed the UdB

framework advocate that within a learning program, units of work should be sequenced

within a coherent program. As such units are not isolated from one another, but rather

involve the development of skills and knowledge that are transferrable. Educational

research has provided support for this framework by demonstrating that student

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achievement is improved when teaching is sequenced and systematic for threshold

concept development (CESE, 2014). This involves building a strong foundation of key

concepts needed within a subject that are then developed and built upon in subsequent

units.

Based upon this educational framework, the first recommendation for the unit involves

the inclusion of a scope and sequence and the moving of the Struggle to Survive unit

from Term 1 to Term 3 in Year 8. Including the scope and sequence at the beginning of

the units ensures that planning for the year is holistic and assists teachers to see the

process of concept development across the whole year. As advocated within UbD, the

scope and sequence will demonstrate that units are connected, rather than isolated. It is

recommended that the Struggle to Survive unit be moved to Term 3 to allow some of

the skills and English concept knowledge required to complete this unit to be gained in

the first two terms of year 8. The Struggle to Survive unit requires students to engage

in close textual analysis and construct their own persuasive writing. Both of these skills

are developed within units in Term 1 and 2 in the revised scope and sequence. To

encourage student success within the Struggle to Survive unit is would be preferable

for students to complete the unit having already begun to develop these skills. This is

particularly important, as the unit is being re-designed particularly for the

comprehensive classes at Parramatta High. While the selective class may have been

successful in completing Struggle to Survive in Term 1, student success in the

comprehensive class, will be encouraged through the reordering of this program.

The original Struggle to Survive unit also lacked clear internal sequencing and

intentionality. One of the aspects of units designed using the UbD framework is the

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inclusion of clear learning intentions and essential questions within the unit. These

intentions and questions assist in framing learning around big ideas and concepts, and

ensuring that learning activities are not aimless (Wiggens & McTighe, 2005). This idea is

also supported by research into visible learning. Hattie (2012) discovered that when

the intention of the learning is visible to both the teacher and the student then students

are more academically successful. This was also supported by data collected by PISA

(2009) that when the processes and intentions of learning are explicit to students, they

achieve at a higher level.

It is recommended, therefore, that the Struggle to Survive unit be reconstructed into

three learning sequences, each of which has clear learning intentions and essential

questions. The learning sequences have been designed so as to build logically, one from

another, so as to align with the tenants of UbD. The learning intentions and essential

questions have been devised so as to relate directly to the suggested learning activities

within the learning sequences. Within the reconstructed unit there is also an

approximate weekly duration given for each of the sequences. As the unit is being

designed for comprehensive classes, teacher discretion is appropriate in deciding when

individual classes are ready to progress.

Literacy Development

In a school context that has 91% of students from a language background other than

English, it is extremely important that literacy development is a strong feature within all

of the units at Parramatta High. Within comprehensive classes at Parramatta High it is

also likely that there will be students from a refugee background, as well as other

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students with low levels of literacy. Research by Dooley & Thangapeumal (2011) and

Olsen et al (2010) found that direct instruction and teacher scaffolding was effective in

developing literacy and writing skills for students with low levels of literacy.

Furthermore research has found that students in classrooms that include direct

instruction and teacher scaffolding outperform students in classrooms that do not

(CESE, 2014).

Within the original Struggle to Survive unit there was no inclusion of direct instruction

or teacher modeling. The original unit was entirely student-centered. Based on the

educational research, it is therefore being recommended that direct instruction and

teacher modeling, especially in relation to literacy skills be integrated into the unit. In

the reconstructed unit an additional section has been added to the second learning

sequence to encourage this approach. In this section teachers explicitly instruct on close

language analysis and model how to construct a SEAL paragraph. This will focus upon

sentence structure, vocabulary and paragraphing skills. While this activity has been

specifically included to encourage the use of direct instruction and teacher modeling, it

is highly recommended that teachers also integrate this approach to literacy

development into the teaching of the rest of the unit.

Personal and Social Capabilities

One of the general capabilities that the Australian curriculum requires be developed

within students is personal and social capabilities. Although the original unit does

include many student-centered individual tasks that would assist in developing

personal capabilities, there are few opportunities for the development of social

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capabilities. Research has found that collaborative learning can assist in the

development of social capabilities, including an appreciation of diversity,

communication skills and the development of empathy (Laal & Ghodsi, 2011).

Collaborative learning can also act as an effective differentiation tool (Ibrahim et

al.,2015). Group particularly kinds of students together in collaborative learning tasks

have been shown to assist lower-ability students and aid in creating both social and

learning support within the classroom.

Another recommendation for the Struggle to Survive unit is therefore the inclusion of

collaborative learning throughout the three learning sequences. Collaborative learning

tasks will have the dual effect of acting as a differentiation tool and an avenue for the

development of social capabilities. As the comprehensive classes include students of

various abilities, collaboration as a means of differentiation learning will be particularly

beneficial. Including a project-based, collaborative task in the third learning sequence of

the unit is an example of how collaborative learning could be included within a Struggle

to Survive. This requires students to work in groups of three to write a report to the UN

in response to their set text. Other collaborative learning tasks have been included in

the reconstructed unit, and it is recommended that teachers integrate this approach

within each of the learning sequences.

Feedback and Assessment

Timely feedback that is given frequently has been shown to greatly improve student

achievement (Hattie, 2009; CESE, 2014). Research has demonstrated that the most

effective form of feedback is that which is given about the process of student learning

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(CESE, 2014). One way to integrate feedback practices within the classroom is through

formative assessment. Formative assessment that is integrated into teaching and

learning both increases student achievement overall, and acts as a differentiation tool to

further assist lower-ability students (Doubet, 2012). Formative assessment is an

effective way of teachers quickly gathering data about their students progress, so they

can then give appropriate and helpful personal feedback.

While there are opportunities for summative assessment within the original unit, there

were no opportunities for formative assessment or frequent feedback. For this reason, it

has been recommended that a formative assessment task be added to be unit, in the

form of an online process portfolio. To complete this portfolio students will upload

pieces of work and reflections on their learning each week, and teachers will provide

feedback on these entries. This will allow the teacher to quickly and easily assess

student progress and understanding, and alter their teaching practices accordingly. In a

comprehensive class where students may be working at different levels this would be

particularly advantageous.

Conclusion

While the Struggle to Survive unit has been used successfully for several years at

Parramatta High is it prudent to assess and evaluate the unit to ensure that it aligns

with current educational research. As Parramatta High has both selective and

comprehensive streams, it is particularly important to ensure that units are suitable for

both. This report has evaluated the unit in terms of its suitability for a comprehensive

class. Using the UbD framework, recommendations have been made in the categories of

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lesson sequencing, literacy instruction, personal and social capabilities and feedback

and assessment practices. It is the hope of the author that this report will be used as a

catalyst for further professional discussion with the aim of improving the learning of all

students.

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