102090.91.

92
Secondary Curriculum 2 Languages
1714.1 Master of Teaching (Secondary)
Assignment 1:
Professional Task Stage 6
(Unit plan, assessment task and pre and post
lessons)

Part Two Documents

By
Student name: Jingying Jiao
Student number: 17420466

Part Two Documents: Submit to Turnitin by Monday 20th March 2017

so you have time to review your Originality Report and edit your work.
Submit final assignment to Turnitin by Thursday 23rd March 2017.

Table of Contents
1. Unit outline 3
2. Assessment Task 6
3. Pre assessment task Lesson 9
4. Post assessment task Lesson 14
5. Justification 26
6. References 27
1. Unit outline

Pretend High School Unit Name: Education and

aspirations

Language Year Weeks: 5 weeks (20 lessons × 60

Chinese Continuers Year 11 minutes each lesson)

Key Concepts: Students acknowledge perspectives on school life, facilities and subjects in
China. This includes understand some grammar structures such as nouns and nouns phrases,
verbs and verb phrases. They are also learned to compare and contrast the curriculum and
pedagogy similarities and differences in between China and Australia.

Importance of this learning: Students develop understanding of aspects and

perspectives to enhance their cultural knowledge in communication. They have also developed
the skills of collecting and analysing ideas through different audience and context.

Targeted Syllabus Outcomes:

The student:
1.1 uses a range of strategies to maintain communication
1.2 conveys information appropriate to context, purpose and audience
1.3 exchanges and justifies opinions and ideas
1.4 reflects on aspects of past, present and future experience
2.1 applies knowledge of language structures to create original text
2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to
context, purpose and/or audience
2.3 structures and sequences ideas and information
3.2 summarises the main ideas
3.3 identifies the tone, purpose, context and audience
3.4 draws conclusions from or justifies an opinion
4.2 identifies values, attitudes and beliefs of cultural significance

Assessment:

 Chinese characters quiz on first lesson of each week to assess students’

listening and writing skills

 Write a letter in response to assess students’ reading and responding skills

Literacy Numeracy ICT Cross-Curriculum
Students will develop literacy Learning language Teaching
Content
skills includes: allows students to students in
 the ability to decode understand, analyse target language
and encode from and critically by using
sound to written respond to and use multimodal
schemes mathematics in resources,
 the learning of different contexts. digital
grammatical, environments
orthographic and and
textual conventions technologies
 development of are more
semantic, pragmatic effective and
and interpretative, sufficient for
critical and reflective students to
literacy skills understand the
content.
Term
Resources Evidenc
Week
Integrated teaching, learning Feedba
e of
and assessment activities ck
learning

Topic: School life

T2W1 Students learn about competitive school Quizlet （ https:// Focus on
Quiz
3 lessons life in China, especially in Mainland quizlet.com/_39 students’
Worksheet
(60 China. For example, students’ daily rqjw） listening
minutes routine at school, school years and and
Assessme
each classes in Chinese. They will also study responding
nt task
lesson) noun and noun phrases in a sentence skill
structure.

Topic: Subjects and exam

Students learn about subjects that
T2W2 Develop
offered at school in China, also learn the
5 lessons Work sheet students’
exam’s system and influence students’
(60 Assessme reading
future. They will also learn to compare
minutes nt task and
and contrast the pedagogy and
each responding
curriculum similarities and differences in
lesson) skill
between China and Australia.

T2W3 Quiz Focus on

Topic: rules and routine
4 lessons Worksheet students’
(60 Students learn about rules in Chinese speaking
 school, for example, teachers’ titles,
Work sheet
classroom rules, and school policies.
They will also learn school routines in
minutes
China. For example, subjects daily
each skills
structure and weekly structure at school,
lesson)
course structure for the year.

Topic: Facilities
T2W4 Quizlet Develop
4 lessons Students learn about the name of （ https://quizlet. students’
(60 facilities in school. For example, play com/_39rrua） Quiz reading
minutes ground, library, sports centre in Chinese. Worksheet and
each They will also learn to use the responding
lesson) subordinating particle in sentence. skills

T2W5
Topic: Further education and
4 lessons Work sheet Focus on
(60 Write a students’
minutes future plans script of writing and
each conversatio responding
lesson) Students learn about demonstrating n between skills
their future aspects on education, and your friend
assume points of view, attitude or and you on
emotions from language and context. future
For example, they will learn the time aspiration
expressions to describe future tense.
2. Assessment Task

Language course/year group: Chinese Continuers Topic: School life and

State 6 subjects
Mark/weighting: Date (due):

20/10% 10/05/2017
Description of Learners

Students typically have studied Chinese for 200-400 hours at the

commencement of stage 6 and will have studied for 400-500 hours by

completion of stage 6.

Context

Students have completed study on education and aspirations topics, e.g.

school life, subjects and exams, they have also learned how to write a letter in

response.

Outcomes to be assessed

2.1 Applies knowledge of language structures to create original text

2.2 Composes informative, descriptive, reflective, persuasive or evaluative

texts appropriate to context, purpose and/or audience

2.3 Structures and sequences ideas and information

3.2 summarizes the main ideas

3.4 Draws conclusions from or justifies an opinion

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 Task outline
You have just received a letter from your friend who is an exchange student currently
studying in China. You are required to read the letter and write a letter in response.
Read the text carefully and write approximately 250 characters in Chinese.
XX，你好！ 文
这学期我们学校开始按照文科和理科来上课了。我在文科班学习，因为我上学期的数学期末考试成绩不好 科
所以我被分到了文科。我现在很不高兴，因为文科学习的科目有历史，政治和地理。我很不喜欢这些科目。 arts
因为第一，我觉得中文很难，虽然我学了四年的中文，但是我还是不能理解很多语法问题。文科的科目有很
多需要记的东西，一到考试的时候我就又全忘记了。第二，我的好朋友都去学理科了，现在我们不能一起上
课了。最后，我认为中国的高中应该像澳洲的高中一样，让学生自由的选择科目，这样学生就有很大的兴趣
去学习了。对了，你高中的科目选了吗？你选了哪些科目呢？你认为我应该继续学习文科吗？
祝你快乐！
Peter
四月十二日
XX, Hello!
We have started our class according to arts category and science category this semester. I am studied at arts category class.
Because my mathematics’ result from last semester’s final is not great, therefore I only can choose arts category. I am so upset
now, because arts category has subjects like history study, political study and geography study. I don’t like these subjects. First
of all, I think Chinese is so difficult, although I have studied Chinese for four years, I still can’t understand lots of grammar
questions. There are so many texts require to be memorized in arts category subjects. However, I always forget everything in
the exam. Second, all my best friends are studied at science category class, so I can’t study with them anymore. At last, I
suggest that Chinese high schools should let students make free choice on subjects, just like Australian high schools, and then
students will have more passion to study. By the way, have you chosen subjects for year 11? What kind of subjects did you
choose? Should I continue study at arts category class?

Best wishes!
Peter
12th of April

category 理科 science category 选 choose 语法 grammar

历史 history study 政治 political study 地理 geography study

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 Assessment Rubric
In your answers, you will be assessed on the ability to
 Respond to the stimuli text with relevant information and ideas
 Write text appropriate to context, purpose and audience
 Structure and sequence information and ideas
 Demonstrate control of a range of language structures and vocabulary in Chinese
Marking Guidelines

Criteria Marks
 Demonstrate an excellent understanding of the whole text
 Manipulates language authentically and creatively to meet the requirements of the 17-20
task
 Arranges information and ideas to meet the requirements of the task

 Demonstrate a good understanding of the text

 Manipulates language with some degree of authenticity and creativity to meet the 13-16
requirements of the task
 Arranges information and ideas to meet the requirements of the task
 Responds to some of the questions, statements, comments and/or specific
information in the text
9-12
 Demonstrates a satisfactory knowledge and understanding of vocabulary and
sentence structures
 Attempts to structure relevant information and ideas
 Responds to some of the questions, statements, comments and/or specific
information in the text
5-8
 Demonstrates a basic knowledge and understanding of vocabulary and sentence
structures
 Demonstrates limited ability to link information and ideas or structure text
 Responds to isolated elements in the text 1-4
 Uses single words or set formulae to express information

Feedback
Teacher will comment on using correct text format, answering the question and writing
correct Chinese character. Feedback will be written on students’ paper.

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3. Pre assessment task Lesson

Topic area: Stage of Learner: Syllabus Pages:

School life and subject Chinese Continuers Stage 6 15-26

Date: Location Booked: Lesson Number: 8/20

05/05/17 N/A

Time: 60 minutes Total Number of students Printing/preparation

15 Quiz /Chinese Character
worksheet
Letter examples

Syllabus Outcomes Assessment in Students learn about Students learn to

The student: lesson
Letter structure in Write a letter in Chinese
2.1 Applies knowledge of
Quiz - revision Chinese
language structures to
previous lesson
create original text
2.2 Composes informative,
Home work - Write
descriptive, reflective,
a letter about your
persuasive or evaluative
school to your
texts appropriate to
friend. Write
context, purpose and/or
approximately 150
audience
words.
2.3 Structures and
sequences ideas and
information
3.2 Summarizes the main
ideas

Life Skills Outcomes Assessment in Students learn about Students learn to

N/A lesson N/A N/A
N/A

Explicit subject specific concepts and skills

Students will be able to demonstrate a formal letter writing in Chinese and composes a descriptive text in
Chinese.

Differentiation strategies
 Key vocabulary will be provided to students on writing a letter
 A variety of stimulus materials in letter format will be shown to students
 Students will be placed in groups for discussion

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Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep 1.2 Deep 1.5 Metalanguage
understanding of important, substantive concepts, skills understanding 1.6 Substantive
and ideas. Such pedagogy treats knowledge as 1.3Problematic communication
something that requires active construction and requires knowledge
students to engage in higher-order thinking and to
communicate substantively about what they are
learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms where criteria 2.5 Students’ self regulation
students and teachers work productively in an 2.2 Engagement 2.6 Student direction
environment clearly focused on learning. Such 2.3 High Expectations
pedagogy sets high and explicit expectations and
develops positive relationships between teacher and
students and among students.

Significance 3.1Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
draws clear connections with students’ prior knowledge knowledge
and identities, with contexts outside of the classroom, 3.3 Knowledge
and with multiple ways of knowing all cultural integration
perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 deep
understanding Students are required to demonstrate their understanding on creating a full sentence by using
new words

2.1 Explicit Chinese character worksheet were given to students to practice on writing
quality criteria

3.1 Backgroun Students learn the difference between writing a letter in English and Chinese; they are also
d learned different letter format according to different audience and context.
knowledge
3.2 Cultural
knowledge

Tim Teaching and learning actions Organisation T/S

e

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3 Mark roll and ask each student to tell the class one Chinese word or Teacher: Mark roll and T
phrase she/he has learnt from previous lesson hand out quiz
1 Hand out quiz to students Student: Get ready for
the quiz
1 Ask students to put away books and notes with only pen left on desk and
prepare for small quiz. Resources: roll book and
(5) quiz (Attachment 1)

5 On the worksheet, the fist part is listening test. Students will hear 5 Teacher: Read the words T/S
Chinese words; each word will be read twice. and prepare the answer
sheet on projector or
5 Second part of the worksheet, students will translate 5 Chinese words to smart board
English. Student: do the quiz

(15) Resources: Projector or

smart boar and answer
sheet (Attachment 2)

5 Students need to exchange their worksheet to their neighbours and Teacher: Hand out work T
check the answer from answer sheet. Explain the common error and sheet and prepare word
emphasis the step of writing Chinese character. list on Projector

1 Handout Chinese character worksheet to students Student: Check

answers and get
2 New Chinese word list are present on Projector, and ask students to notebook ready for
read after the teacher. taking notes
3 Explain the meaning of new Chinese words S
Resources: Chinese
2 Show the writing steps of new Chinese character on board character worksheet
(Attachment 3) and word
2 Students practice their writing on worksheet list (Attachment 4)
(30)

5 Introduce the verb 有 (have) and verb phrase 没 有 (have not/ don’t Teacher: Explains words T
have) to indicate existence meaning and show
Show some sentence examples examples

5 Teach students to use the new words and verb, verb phrase to create Student: Draws down
a full sentence. Examples are shown on word list. key words on notebook

(40) Resources:
Projector，word list
(Attachment 4)

Introduce the format of Chinese letter and show examples on Teacher: Explain the T
5 PowerPoint. format according to
Explain different text used according to different context, purpose and different audience and
audience. context
3
Teach students to write a letter to a friend. Show examples. Student: Listen and

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 copy down key word and
2 Form students into 5 groups with 3 students in each group. Hand out join group discussion S
an example letter for students to read.
Resources: PowerPoint
(Attachment 5) and
(50) sample letter hand out
(Attachment 6)

Teacher: Walk around to S

5 Group discussion on letter’s content and how to respond to the each group to listen
content. students’ ideas
3
Each group to present one idea or opinion that they’ve learnt from Student: Involve in
the example letter. group discussion and
2 present their ideas to T
Conclude the lesson and assign homework - write a letter about your whole class
school to your friend. Write approximately 150 words.
(60) Resources: Sample
letter (Attachment 6)

Reflection
What have I learned about teaching and learning processes when preparing this lesson?
Through the preparation of this lesson, I have learned that the time frame is important in lesson plan. When I
prepare the lesson plan, my content of the lesson was overloaded. I prepared too many information on one
lesson and the content I prepared is not relevant to syllabus outcomes. Then I restart the lesson plan followed by
syllabus outcomes, and I found it is much sufficient and useful to plan a lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

2.1 Quiz at the beginning of the class to assess students’ language

knowledge

2.2 Students leant to write a letter in Chinese

2.3 Group discussion is a great strategy to give students’ inspirations on

structure and sequences ideas and information

3.2 After group discussion, students were asked to summarizes their main
ideas from the discussion

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are demonstrating and indicates
the evidence from this lesson that should comply with the standard.

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Graduate Evidence within this lesson
Standards

1.2.1 Provide worksheet for each student and ask neighbour student to help check answer

2.1.1 Explain the letter format and show examples

3.2.1 Lesson sequence was planed based on students ‘knowledge and assessment task

4.2.1 Teacher organises and instructs clear activity and directions

5.1.1 Teacher demonstrates clear approach to support students with assessment task

6.2.1 Use relevant resource such as PowerPoint to demonstrate professional teaching

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Australian Curriculum, Assessment And Reporting Authority- General Capabilities in the Australian Curriculum
Languages
https://acaraweb.blob.core.windows.net/resources/Languages_-_GC_learning_area.pdf

Australian Professional Standards for Teachers: http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

NSW Education Standards Authority- Chinese Continuers Syllabus

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/chinese-continuers-st6-syl-from2010.pdf

NSW Education Standards Authority- Chinese Continuers Character list

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/chinesec_characterlist.pdf

NSW Education Standards Authority- Support Materials K-10 Differentiated programming

http://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

Resources Attached:
You must list all the resources that you have created or found in this space.
All attachments are one Google drive shared link
https://drive.google.com/drive/folders/0B516G2MnOmJ3YWhWb1NQc29CcU0?usp=sharing

Attachment 1:

Jingying Jiao 17420466

Jingying Jiao 17420466
Attachment 2:

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Attachment 3:

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Attachment 4:

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Attachment 5.1:

Attachment 5.2

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Attachment 5.3

Attachment 5.4

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Attachment 6

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4. Post assessment task Lesson

Topic area: Report and Feedback Stage of Learner: Syllabus Pages:

on assessment task Chinese Continuers Stage 6 14-17

Date: Location Booked: Lesson Number: 13 /20

19/05/17 N/A

Time: 60 minutes Total Number of students Printing/preparation

15 Reading material and question
work sheet

Syllabus Outcomes Assessment in lesson Students learn about Students learn to

3.5 interprets, analyses
and evaluates Read a short passage Take responsibility for their Ask questions about their
information and answer some own learning own learning
3.6 infers points of view, questions to assess
attitude or emotions student’s reading and
from language and responding skill
context
4.1 recognises and
employs language
appropriate to different
social contexts

Life Skills Outcomes Assessment in lesson Students learn about Students learn to
N/A N/A N/A N/A

Explicit subject specific concepts and skills

Students and teachers are incorporate together to give feedback base on assessment task.

Differentiation strategies
Group discussion and students will be the indicator on activities.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep 1.2 Deep understanding 1.5 Metalanguage
understanding of important, substantive concepts, 1.3Problematic 1.6 Substantive
skills and ideas. Such pedagogy treats knowledge as knowledge communication
something that requires active construction and
requires students to engage in higher-order thinking

Jingying Jiao 17420466

and to communicate substantively about what they
are learning.

Quality Learning Environment 2.1 Explicit quality 2.4 Social Support

This refers to pedagogy that creates classrooms criteria 2.5 Students’ self regulation
where students and teachers work productively in an 2.2 Engagement 2.6 Student direction
environment clearly focused on learning. Such 2.3 High Expectations
pedagogy sets high and explicit expectations and
develops positive relationships between teacher and
students and among students.

Significance 3.1Background 3.4 Inclusivity

This refers to pedagogy that helps make learning knowledge 3.5 Connectedness
more meaningful and important to students. Such 3.2 Cultural knowledge 3.6 Narrative
pedagogy draws clear connections with students’ prior 3.3 Knowledge
knowledge and identities, with contexts outside of the integration
classroom, and with multiple ways of knowing all
cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching element Indicators of presence in the lesson

1.6 Substantive Group discussion on students’ assessment task

communication

Through this assessment task, students learned from mistake and expected to improve
2.3 High for the next task.
Expectations

Assessment task is the connection between teacher and students, based on students’
3.5 Connectedness knowledge; teacher needs to make decision whether students need more learning
experiences on the same topic.

Tim Teaching and learning actions Organisation T/S

e

3 Mark roll- student will be given their result quietly and individually Teacher: mark roll and T
while teacher call out their name hand out task

2 Hand out students’ assessment task (marks are not shown on the Student: check
task) feedback
(5) Let students to have a look their task and feedback
Resources: roll book
and students’ task

5 Students are formed into 5 groups with 3 people in each group Teacher: Walk around S
Discussion based on assessment task. It is students’ free choice the classroom and
whether to share their result to other students or not. discuss with students

5 Teacher will discuss the assessment task a whole class. Student: participate in
 Common mistakes on letter format the group discussion T

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  Common writing mistakes
 Some good points from students work Resources: students’
(15) task

5 Students will have free time to ask any questions based on Teacher: Answer S
assessment task students’ questions and
prepare sample answer
10 on Projector
Teacher shows some key points on how to respond a letter on
Projector Student: Ask questions T
and draws down key
Explain marking criteria on how points are gained points
(30)
Resources: Sample
answer (Attachment 7)
and projector

15 Hand out reading material and question sheet for students Teacher: hand out sheet T
Students work on reading and responding questions individually and prepare answer on
Teacher prepare the question answer and marking criteria on Projector, then walk
Projector around to check
10 students’ work
Students are asked to exchange their question sheet to neighbour S
and check answers from the Projector Student: do the reading
Then students are asked to give the result based on marking criteria questions
Students are encouraged to ask questions
Resources: Projector
and reading material
(55) (Attachment 8), question
sheet (Attachment 9)

5 Conclude the lesson and give feedback to students base on their Teacher: give feedback T
making skills to students

Student: get ready to

(60) finish class

Resources: N/A

Reflection
What have I learned about teaching and learning processes when preparing this lesson?
Through this lesson plan, I have learned that give feedback to student is important. It is relevant to their
understanding of knowledge and helpful for their future studies. It is also a great learning experience for teachers
to have students indicating class activities.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

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3.5 Reading and responding question is an activity to assess students’
analysis and evaluation ability

3.6 Teacher show the sample answer to students to give them some
inspirations to answer the question based on attitude and context

4.1 Ask students to comment on assessment task and give them

opportunity to interprets their opinions

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are demonstrating and indicates
the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards

1.2.1 Students’ results from assessment task shows their understanding of knowledge

2.3.1 Teacher design this lesson based on students’ assessment report

3.2.1 Plan future lesson sequences using knowledge of student learning

4.1.1 Students are encouraged to indicate activities during the lesson

5.2.1 The whole lesson designed to provide feedback to students on their learning

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.
Australian Professional Standards for Teachers: http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

NSW Education Standards Authority- Chinese Continuers Syllabus

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/chinese-continuers-st6-syl-from2010.pdf

NSW Education Standards Authority- Support Materials K-10

Assessment- Advice on Assessment
http://syllabus.nesa.nsw.edu.au/assets/global/files/advice_on_assessment_guide_web.pdf

NSW Education Standards Authority- Support Materials K-10 Differentiated programming

http://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

NSW Education Standards Authority

Chinese Continuers HSC exam paper- transcript 2016
http://educationstandards.nsw.edu.au/wps/wcm/connect/dae17798-4073-489e-a193-ec6b98004a1e/2016-hsc-
chinese-cont-transcript.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-dae17798-4073-489e-a193-
ec6b98004a1e-lHm7aQL

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Chinese Continuers HSC exam parper2016
http://educationstandards.nsw.edu.au/wps/wcm/connect/82e4c411-41f2-4f7a-8ca2-ee3355853996/2016-hsc-
chinese-cont.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-82e4c411-41f2-4f7a-8ca2-ee3355853996-
lHm7aQL

Chinese Continuers marking guidelines 2016

http://educationstandards.nsw.edu.au/wps/wcm/connect/e2be8865-44dc-4d74-ae6d-39c6b96017e0/2016-hsc-
mg-chinese-cont.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-e2be8865-44dc-4d74-ae6d-
39c6b96017e0-lHm7aQL

Resources Attached:
You must list all the resources that you have created or found in this space.
All attachments are one Google drive shared link
https://drive.google.com/drive/folders/0B516G2MnOmJ3YWhWb1NQc29CcU0?usp=sharing

Attachment 7：

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Attachment 8:

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Attachment 9:

5. Justification

The topic ‘school life and subject’ is a sub-topic from the prescribed topic ‘education and

aspirations’ in the individual theme, these are forms parts of the Chinese Continuers syllabus

where students explore aspects of their personal world, and also provide students’ opportunities to

learn and reflect perspective from other people’s point of view. The unit has been designed to

enhance students’ learning, cognitive and social skills, improve their ability to reflect on their own

cultures through the study of other cultures. Students should be able to achieve required

objectives and outcomes from syllabus after studied this unit.

The unit is ranged over 20 lessons of 60 minutes each and the timing is coherent with

programming advice from the NSW Education Standard Authority (NESA). The unit of work is

designed focusing on student-centred learning, which is concentrated on high level of student

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choice. O’Neill & McMahon (2005) suggested student-centred learning approach has increased

students’ responsibility and accountability. Students are encouraged to share learning methods

with other students. At the beginning of each lesson, teacher uses the roll time to give students

opportunity to share learning experiences. This learning method is also increased students’

listening and speaking skills in language. Topics in the unit outline are organised in a scaffolding

method, which teacher may planned and teach each lesson in a progressive sequence. Each

lesson is planned to introduce a few new Chinese Characters and grammatical terms to enhance

students’ literacy skills and enable deeper understanding. There is also differentiation strategies

provided in each lesson, which caters for all students learn effectively. Differentiation strategy such

as group discussion can benefit students to develop higher-order thinking and critical thinking

skills (NESA).

The assessment task is scheduled two weeks after the pre-assessment lesson, therefore students

will have enough time to prepare and practice the assessment. The assessment task is focused

on assessing students’ reading and responding skills. The task is required students to write a letter

in response and it is under examination condition to accomplish the task. The task is held during a

lesson period, students will have 10 minutes reading time and attempt the letter in response in 50

minutes. Students will not be given any reading in advanced to prepare the text. However,

students will be given a detailed lesson on assessment task’s instruction and skill to complete the

task. It is a formative assessment task that is intended to generate feedback on students’

performance so that teacher can plan lesson sequences based on students’ understanding of

knowledge. According to Australian Professional Standards for Teachers (APST), teachers are

required to know and understand how students’ learning and the implications for teaching. The

purpose of this assessment task is to reflect on students’ knowledge of understanding letter-writing

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format in Chinese. Teacher may use this assessment task as learning to encourage student to ask

question about learning and self-reflecting on his or her own work.

The pre-assessment lesson is designed to indicate students attempt the assessment task step by

step. At the beginning of the lesson, students are required to complete a short comprehension

test, listening and writing Chinese character and words. This teaching strategy is suggested and

implemented to used in every lesson, the positive implication of this strategy is to build on

students’ listening skill, and it is also recommended to implement in any of language classes.

Although this small every lesson’s assessment task dose not counts any mark, the purpose of this

task is to help students to increase their ability of learning. The pre-assessment lesson is also

adopted Bloom’s taxonomy teaching method, students and teacher are working together during

the class to create, evaluate, analyse and apply key concept of knowledge through learning. For

example, teacher introduce new context and concept to students at the beginning of class after

quiz, teacher used student-centred learning approach to draw connections between students and

teacher, as well as to support students’ creative learning. In the middle of class, teacher

differentiated students into groups and operated group disunion on letter format in Chinese.

Students are encouraged to share their understanding and opinions. There is also homework

provided for students to recall the concepts and memorise letter format according to different

context, audience and purpose. Students also encouraged to self-assessed their skills on reading

and writing in Chinese. Although the purpose of pre-assessment task lesson is helping students to

understand assessment criteria and rubric, it is more important to teach students’ real-life skills

rather than tests and marks. After this lesson, students will be prepared for assessment task as

well as to gain some skills that they can actually applied into real life.

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The post-assessment lesson is specifically focused on feedback. Teacher’s feedback on students’

learning is important and significant for both students and teachers. Nicol & Macfarlane-Dick

(2006) defined that teacher’s feedback on students work, about right and wrong, strengths and

weaknesses, and students adopt this information to build successive improvements. NESA has

emphasized that an effective feedback enables students to recognize their advantages and areas

for development, as well as to identify and plan with teacher the next stages in their learning.

According to Australian Professional Standards for Teachers (APST), teachers are required to

provide effective and appropriate feedback. It is also a good opportunity for teacher to check

students’ learning progression, and may need to change the lesson scope and sequences based

on students’ understanding of knowledge. At this lesson, students are encouraged to reflect and

provide feedback based on their own work. Students’ individual reflection and feedback is a good

opportunity for teachers to assessed their teaching strategy and method. Therefore, teacher can

justify and make improvements on their teaching.

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 6. References

Australian Professional Standards for Teachers: http://www.aitsl.edu.au/australian-professional-

standards-for-teachers/standards/list

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A
model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-
218.
https://www.researchgate.net/profile/David_Nicol/publication/228621906_Formative_Assessment_
and_Self-
Regulated_Learning_A_Model_and_Seven_Principles_of_Good_Feedback_Practice/links/561bcc
9808aea80367242f55.pdf

O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and
lecturers. http://eprints.teachingandlearning.ie/3345/1/O'Neill%20and%20McMahon%202005.pdf

NSW Education Standards Authority- Support Materials K-10

Assessment- Advice on Assessment
http://syllabus.nesa.nsw.edu.au/assets/global/files/advice_on_assessment_guide_web.pdf

NSW Education Standards Authority- Support Materials K-10 Differentiated programming

http://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/

Bloom’s Taxonomy is retrieved from Wester Sydney University Mathematics Curriculum Lecture
slides
https://vuws.westernsydney.edu.au/bbcswebdav/pid-2432159-dt-content-rid-
22604824_1/courses/102090_102091_102092_2017_1h_maths/Lecture%204%201H
%202017.pdf

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