GTPA 2024 EDUC4012

GTPA 2024

Bachelor of Education (Primary)

Martina Grace

S00285569

Table of Contents

Coversheet............................................................................................................................................. 3

Professional experience context statement......................................................................................... 4

Practice 1: Planning using data............................................................................................................ 5

Profile of data collection and use.......................................................................................................... 6

Planning Attachment 1.1...................................................................................................................... 7

Practice 2: Teaching and learning........................................................................................................ 8

Teaching Attachment 2.1...................................................................................................................... 9

Practice 3: Assessing, feedback and professional judgement........................................................... 10

Assessing Attachment 3.1................................................................................................................... 11

Evidence of moderation practice: Summative assessment................................................................... 12

Practice 4: Reflecting on teaching as planned and enacted............................................................. 14

Reflecting Attachment 4.1.................................................................................................................. 15

Practice 5: Appraising impact of teaching......................................................................................... 16

Appraising Attachment 5.1................................................................................................................. 17

References........................................................................................................................................... 18

Coversheet

The coversheet is to be the first page of your GTPA submission. This is to be followed by the Professional experience context statement. The remaining required elements are to be integrated into your submission. Please review the Introduction in the Preservice Teacher Booklet for advice regarding discerning use of evidence of practice. The evidence is also to be integrated into the submission. Evidence can be presented in a range of modes.

Statement of authenticity

I hereby verify that this GTPA submission is wholly my own original work. Where materials have been drawn from other sources, they have been acknowledged.

Statement of permission

The GTPA is part of ongoing research investigating professional readiness. It is very important to have GTPA assessments from a wide range of Initial Teacher Education programs across Australia. These work samples will be used to verify the standard set for readiness.

I agree that my GTPA submission may be used for research purposes and that the submission will be de-identified and remain confidential. The highest standard of confidentiality applies to all data. Your work will be de-identified to remove your name, the name of your institution and all school and student identifiers. Please tick the box to record your agreement

Professional experience context statement

Please indicate below brief details about the professional experience context (e.g., school or learning centre) in which you are undertaking your GTPA. All fields must be completed.

*For information on included subjects in each teaching area, see the separate version of this form.

Practice 1: Planning using data

Collect, interpret, and use a variety of student data for diagnostic, formative and summative purposes:

Effective integration of data into teaching practices is essential for improving student learning, especially in core English skills such as handwriting and spelling. Guided by AISTL Professional Standards, my method centres on customising educational approaches to address the diverse needs present within my classroom setting. During my practical experience with a varied kindergarten group, I stressed the significance of English handwriting and spelling proficiency. By evaluating assessments and student work samples, I recognised different skill levels that served as a basis for tailoring instruction accordingly. Consistent assessment through structured writing exercises and diagnostic evaluations enabled adjustments in teaching techniques to better cater to individual developmental requirements. Moreover, fostering collaboration with parents has proven instrumental in broadening learning opportunities beyond traditional boundaries, thereby enhancing student involvement and performance outcomes significantly. As AITSL (2017) states, Effective teachers ensure that the teaching they provide is responsive to the needs of each student (p.15). This proactive methodology guarantees equitable support for all students irrespective of their backgrounds, ensuring they receive appropriate assistance for their literacy progressions.

Establish students current level of performance, desired level of performance and readiness for learning:

During my teaching practicum at St Marks Coptic Orthodox College, I designed a thorough assessment approach to assess and improve the writing skills of kindergarten students. This approach involves diagnostic, formative, and summative assessments customised to suit each student's abilities. To start off, I conducted a diagnostic evaluation aimed at understanding the students' basic writing skills such as letter formation, spacing, and punctuation - essential elements according to Vygotsky's theory of zone of proximal development which emphasises providing appropriate support based on learners' current capabilities. As Vygotsky (1978) stated, What a child can do in cooperation today, he can do alone tomorrow (p.87).

The initial assessment unveiled differing levels of proficiency among the students. For example, one student (Student A) encountered difficulties with fundamental sentence structure and punctuation, necessitating targeted instruction on using capital letters and periods in line with Piaget's stages of cognitive development that advocate for structured learning phases adapted to developmental stages. Piaget (1952) observed that each time one prematurely teaches a child something he could have discovered for himself, that child is kept from inventing it and consequently from understanding it completely (p.715).

Another student (Student B) displayed adeptness in composing dictated sentences accurately incorporating capitalisation rules along with proper spacing and punctuation marks indicating readiness for more challenging tasks like expanding sentences supported by Blooms Taxonomy that encourages advancing thinking skills as foundational ones are mastered (Bloom ,1956).

A third student (Student C) consistently excelled showcasing independent construction ability in forming well-structured sentences aligning with educational objectives promoting self-regulated learning principles emphasised by Zimmermans theory underlining goal-setting significance for academic progress. Zimmerman (2000) stated, Self-regulated learners proactively seek out information when needed and take the necessary steps to master it (p.14). These discoveries highlight the importance of flexible teaching approaches alongside continuous evaluation within educational environments where individual developmental differences are prominent.

Use the official curriculum and other relevant materials to plan connected teaching and learning sequences:

After consulting my supervising teacher, I have opted to incorporate an additional formal evaluation task designed to accurately assess students' proficiency in composing comprehensive sentences utilising fundamental components like capitalisation, spacing between words, and punctuation. The integration of this assessment enriches my capacity to customise teaching methodologies efficiently for addressing the distinct learning requirements of individual students. Such adjustments play a vital role in aiding students in comprehensively grasping the educational goals outlined in the curriculum. According to Black and William (1998), employing diverse assessment techniques is crucial for pinpointing student learning needs, thereby empowering educators to adjust their instruction methods for enhanced academic results. This method aligns closely with established curriculum guidelines and educational benchmarks, ensuring that all learners can achieve success academically.

Identify opportunities for explicit teaching of general capabilities including literacy in the curriculum:

I developed a curriculum unit focusing on Handwriting and Spelling objectives within our Writing program. This strategic plan was based on insights gathered from discussions with my coordinator, as documented in Attachment B. The unit is structured to provide engaging and personalised learning experiences geared towards improving student writing skills in line with educational standards.

The primary goal of this unit was to strengthen essential writing skills by ensuring students can accurately write both lower-case and upper-case letters while applying basic spelling rules related to phonological, orthographic, and morphological aspects (as detailed in Attachment D). These efforts are aligned with the outcomes outlined for Handwriting (ENE-HANDW-01) and Spelling (ENE-SPELL-01), emphasising correct letter formations and application of spelling conventions to common words.

Through the implementation of focused educational strategies, our lessons aim to establish a solid foundation in writing. The unit comprises 10 comprehensive lessons that progressively enhance students' ability to write cohesively and accurately, enabling them to meet or surpass the benchmarks specified within our English Writing curriculum.

Continuous assessment of student progress throughout the unit allowed me to customise lessons according to individual needs effectively. This tailored approach not only supports each student's personal growth but also boosts overall classroom performance in literacy, laying a sturdy groundwork for future advancements in English writing proficiency.

Attachment A- Initial term 1 assessment results

Attachment B- Verbal communication I took down in week 1 with my coordinator.

Attachment C- Focus student observations

Attachment D- Writing scope and sequence (10 lessons)

Planning Attachment 1.1

Diagnostic Writing Assessment Sample

Appendix 1.B- Diagnostic Assessment for Student A (Low Student)

Appendix 1.C Diagnostic Assessment for Student B (medium Student)

Appendix 1.D- Diagnostic Assessment for Student C (Higher Student)

Appendix 5.C Student C Pre and Post testing

Practice 2: Teaching and learning

Provide differentiated teaching and learning opportunities:

Before introducing the 'Writing' element in the English curriculum, I took time to evaluate the learning environment and comprehend the varied educational requirements of students, particularly those in Kindergarten G who are EAL/D learners. To cater to their specific needs, I made various targeted adjustments. These measures included enlisting a Student Support Officer to offer extra support to emerging EAL/D students. Additionally, I established a deliberate seating arrangement as outlined in Appendix 2.A by grouping students into three rows based on their individual focus needs and pace of learning: front row for those needing frequent interventions, middle row for average performers, and back row for advanced learners. This seating plan not only enhanced classroom management but also encouraged peer collaboration during class discussions, enriching the overall learning experience across all student categories.

Employ a range of suitability challenging and engaging teaching and learning strategies that connect to and build on students prior learning:

Kindergarten students, who are new to the school environment, greatly benefit from having a consistent daily schedule, especially during their initial months in school. This structured routine provides them with a sense of security and confidence which is crucial for young learners. In Kindergarten G, our daily timetable involves an extensive English program that is broken down into various segments including Letters and Sounds, Reading, Writing, and Literacy Groups. Each morning session comprises two hours dedicated to English learning; within this timeframe, 40 minutes are specifically designated for writing activities focusing on both handwriting skills and sentence construction. To reinforce their understanding further, I integrate new writing lessons with previous ones related to alphabets while incorporating phonics videos to strengthen the connection between sounds and letters for improved word formation comprehension. Visual aids help visual learners by reminding them of past lessons through sound associations with letters as they continue building upon their knowledge base.

Teach general capabilities including literacy, required for student success in learning:

As one of the two teachers in kindergarten, I designed the initial English unit of work (UOW) prior to Term 1. The UOW is centred on four main components: Letters and Sounds, Reading, Literacy Groups, and Writing. It follows the Gradual Release of Responsibility Model which facilitates a transition from direct modelling to guided tasks and finally independent activities. This approach ensures that each lesson caters to diverse student learning needs in accordance with AITSL standard 1.3.

In my teaching practice, I incorporate various methods such as visual aids essential for content clarification and comprehension enhancement. For example, an effective strategy involves collaboratively constructing sentences with students before writing lessons through a highly interactive process using visuals. Students actively participate by displaying words on papers physically to visualise sentence structure elements emphasising starting with a capital letter (demonstrated by a student standing tall), ensuring word spacing (students symbolically separate words), and concluding with a full stop at the end (represented by another student holding out their fist). These hands-on learning experiences not only engage students but also significantly improve their grasp of sentence mechanics detailed within Appendix 2. Bs 'English wall'.

Make suitable adjustments to teaching based on ongoing student data gathering and analysis:

In my writing instruction, I begin by demonstrating the required task to provide a clear model for students. This is followed by supervised practice sessions during which I observe student work and offer immediate verbal feedback. The purpose is to help students assess their own work quality and identify areas that require improvement. Student examples featured in Appendix 2.E showcase customised teaching methods tailored to diverse learning needs. For example, one student utilises phonics boxes for sound deconstruction, another relies on visual aids for constructing sentences, while a third independently writes complete sentences indicating advanced comprehension levels.

Moreover, our classes focus on handwriting mechanics wherein each letter is introduced through Teacher Starter YouTube videos encouraging air-writing practice to enhance muscle memory retention. Additionally, students engage with Jack Hartmann videos to reinforce proper letter formation techniques. Throughout these activities, emphasis is placed on precision and patience particularly aimed at students prone to rushing tasks ensuring they grasp the importance of careful tracing.

To promote good posture and pencil grip essential for concentration during writing tasks we incorporate rhythmic chants before starting actual writing exercises such as 'I am sad'. These practices allow assessment of basic writing conventions like capitalisation rules, spacing accuracy, and punctuation usage among others where personalised assistance is provided for struggling learners especially those facing challenges with similar letters confusion. This interactive approach not only facilitates mastery of writing skills but also boosts engagement through a reward system incentivising active participation leading towards academic progress thereby motivating students further excellence achievement milestones are acknowledged including merit awards distributed during school assemblies creating an environment conducive collaboration motivation within classrooms.

Practice 3: Assessing, feedback and professional judgement.

Since Learning takes place internally, teachers should frequently assess their students to understand their competence and adaption to the material. Fundamental varieties of evaluation that teachers can use include the following: pre- assessments, formative assessment, and post-assessments or summative examinations. In my plan of learning, I followed Standard 5.1, which implies the use of various formative and summative assessment techniques, such as continuing verbal feedback, testing, written reviews, observati9on, and debate to measure student performance. Thus, I was able to describe the objective and success criteria at the start of every lesson, which helped students understand what they are expected to learn and do.

Assessment, especially formative, reveals students thinking processes. Therefore, teachers can provide tailored support to assist students in moving forward. Since students are rated regularly throughout a unit, their performance at the conclusion is predetermined by the level of assistance they received. According to Vygotsky, formative assessments help teachers determine the levels of performance that students can fulfil with the help of appropriate guidance and support by addressing the zone of proximal development. I monitored students writing journals after each writing lesson and made specific suggestions on sentence editing by focusing on the proper use of capital letters, spacing, punctuation, and phonetically accurate words. Using Word wall in sentence modelling during the general instructions, I presented students with short sentences that the students have already read and identified from the book. They then identified the word wall words, highlighted them, and arranged then in a sentence on the front chart. This exercise sometimes becomes a whats missing exercise or revision exercise in which students observed the sentence and realised whats missing such as spacing, capital letters, or punctuation.

At the end of the unit, I kept a practicing dictation during each of my writing lessons in preparation for the writing assessment. Then, I continued reading aloud sentences, word by word, and the students were guided to use their listening and prior-knowledge skills to write them correctly. However, I had to preface this exercise with the students using the 5- star criteria sheet to evaluate their sentences. It can be argued that clearly explaining the learning objectives to students helps them better understand the subject matter. As such, I proactively gave continuous feedback when assessing the students workbooks based on how well they thought they had met the 5-star success criteria.

The provided feedback was both verbal and written and was geared towards their support progress as it allowed them to assess and direct their own progression. Studies assert that setting learning goals and providing feedback pathway for students to follow, allowing students to dive back into the learning and retool by comparing their work against the success criteria. Thus, the achievement of AITSL Standard 3.1.1 was crucial to every lesson I delivered as I re-enforced my ability to highly focus to target my students, enabling them to think about their learning. Currently, they are confident and adaptive learners, and they always jump on challenging tasks, continuously refining, and utilising their writing skills. Indeed, a significant section of the students has made tremendous progress in writing and constructing perfect sentences. However, a portion of the students have not matched this milestone in sentence level writing; thus, I will be focusing more on these during my next instruction and planning.

What is your proposed grade of student work prior to moderation? Sound

How does this relate to the grade awarded to the student work by the other assessor? Sound

What adjustment, if any, did you make to your proposed grade? No significant adjustments were made.

On reflecting on the relationship of the two grades, address the following:

Where the teachers grading decision and yours differed, what was the source of the difference (e.g., interpretations of the specified criteria)?

The only discrepancy was that I incorrectly identified an additional criterion, believing the student correctly spelled rock as rok by applying digraph knowledge. My mentor did not highlight this because the correct spelling rock was not achieved (Appendix 3.E).

What feedback would you report to the student and parents/carers about student achievement in this work?

The feedback section at the bottom of the rubric includes a glow (positive feedback) and a grow (area of improvement). For kindergarten students, the feedback must be brief and clear.

My Feedback:

• Glow: I love that you used your finger spaces consistently.

• Grow: Lets try and add another sentence about your weekend.

Mentors Feedback:

• Glow: I love the way you used a capital letter and finger spaces. Excellent sound out!

• Grow: Next time try have a go writing more than one sentence.

What did you learn about the application of scoring rubrics, criteria specifications, and standards used in the judgement of student work?

For student B, who met the outcomes Handwriting (ENE-HANDW-01): Produces all lower-case and upper-case letters to create texts and Spelling (ENE-SPELL-01): Applies phonological, orthographic, and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts, the grading showed she is at a sound level. My mentor suggested making the criteria more open-ended for her, as she usually understands writing tasks independently. This highlights the importance of using student work samples for future planning and teaching.

Student sample 2: Above year level expectations

What is your proposed grade of student work prior to moderation? Thorough

How does this relate to the grade awarded to the student work by the other assessor? Thorough

What adjustment, if any, did you make to your proposed grade? No adjustments were made.

On reflecting on the relationship of the two grades, address the following:

Where the teachers grading decision and yours differed, what was the source of the difference (e.g., interpretations of the specified criteria)?

I mistakenly highlighted two extra criteria:

• Writes neatly, uses consistent letter sizing, and forms all letters correctly.

• Spells words phonetically and records at least the beginning and ending sounds.

My mentor highlighted:

• Writes legibly, letter sizing is mostly consistent, and forms most letters correctly.

This difference was due to misinterpretation of the criteria (Appendix 3.D).

What feedback would you report to the student and parents/carers about student achievement in this work?

The feedback section at the bottom of the rubric includes a glow and a grow. For kindergarten students, feedback should be concise and clear.

My Feedback:

• Glow: Well, done for trying to write you own sentence.

• Grow: Dont forget to add a capital letter to your sentence!

Mentors Feedback

• Glow: I love that you tried your own sentence and wrote the sounds you could hear.

• Grow: Remember a capital letter goes at the start of every sentence.

What did you learn about the application of scoring rubrics, criteria specifications, and standards used in the judgement of student work?

For Student C, who met the outcomes Handwriting (ENE-HANDW-01): Produces all lower-case and upper-case letters to create texts and Spelling (ENE-SPELL-01): Applies phonological, orthographic, and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts, the grading showed he is at a thorough level. I learned that being specific and selecting the most suitable criteria is crucial for grading. It is vital to have the rubric reviewed by another teacher for validity, reliability, and accuracy. The rubric must align with the syllabus and taught content. Standard 5.3 emphasises that student work should be moderated to ensure fair and accurate judgments.

Student sample 3: Below year level expectations

What is your proposed grade of student work prior to moderation? Basic

How does this relate to the grade awarded to the student work by the other assessor? Basic

What adjustment, if any, did you make to your proposed grade? No modifications were necessary.

On reflecting on the relationship of the two grades, address the following:

Where the teachers grading decision and yours differed, what was the source of the difference (e.g., interpretations of the specified criteria)?

My mentor and I both arrived at a basic grade. The only divergence was that my mentor included the criterion writes legibly and letter sizing is mostly consistent, which I overlooked. I had misunderstood the term legibly and was unclear about letter sizing. This was my first-time evaluating student writing.

What feedback would you report to the student and parents/carers about student achievement in this work?

The assessment rubric includes sections for both positive feedback (glow) and areas for improvement (grow). Feedback for kindergarten students must be brief and straightforward.

My Feedback:

• Glow: Neat handwriting and you can identify o sound.

• Grow: Remember your capital letters, finger spaces and full stops. As well as spelling words correctly.

Mentor Feedback:

• Glow: I love that you heard o in dog. Good Job!

• Grow: Try to use a full stop at the end of the sentence.

What did you learn about the application of scoring rubrics, criteria specifications, and standards used in the judgement of student work?

This was initial experience using a rubric to assess student work, and I learned significantly form it. Initially, I thought every criterion had to be marked, even if it wasnt relevant to the students work. For instance, the rubric included a criterion about writing a sentence about the weekend, which the student hadnt dont, yet I thought I needed to evaluate it, according to standard 5.3, moderating assessments is essential to ensure fair and accurate results, reflecting students understanding and skills related to the taught content.

Practice 4: Reflecting on teaching as planned and enacted.

Describe and analyse the scope and sufficiency of initial and ongoing data choices for identifying students learning needs and informing next step teaching:

To reflect on my teaching practices, I worked and collected data/ feedback from my mentor teacher to enhance my skills as a preservice teacher. My mentor emphasises that reflecting on the effectiveness of teaching methods and self-evaluating is vital for preservice teachers entering the profession. Throughout my teaching experience, I gathered and analysed data to understand each students learning needs. Based on this analysis and discussions with my supervising teacher, I tailored lessons to meet these needs, aiming to help students achieve the success criteria and learning objectives.

By implementing the scope and sequence and analysing data, I identified students learning needs and adjusted my teaching accordingly. For instance, after reviewing students writing assessment, I noted which students needed additional support and which could take on more challenging tasks in the next lesson. Students needing extra help would join me for a focused guided writing session, while those ready for a challenge were asked to write multiple sentences independently.

Additionally, after evaluating summative assessment results, I observed significant improvements from week one to week seven of my practicum. Since most of the class consisted of EAL/D students, I modified lessons to ensure the outcomes were met. This included increased modelling and scaffolding of writing content and using various visual aids to support their writing. For example, I displayed high frequency word circles on my whiteboard for students to identify and use in sentences. I enjoyed dictating new phrases and word problems using students names during modelling sessions, which seemed to boost engagement. The interactive board had a positive impact on learning, particularly, for visual leaners. Research indicated that technology enhances teaching effectiveness for both teachers and students (Robin, 2008). Consequently, I decided to integrate technology throughout the unit. This aligns with AITSL Standard 3.4, which highlights the importance of incorporating ICT in teaching. Teachers must adapt to using technology to transform education (Bitner, 2002).

Identify and describe differences between planned and enacted teaching, and related pedagogical reasoning:

Several times, adjustments to lessons were necessary due to the students grasp of the material. For example, high-achieving students in the class exceeded expectations by being able to write two sentences using a conjunction. This insight was gained through careful observations while grading their work. Consequently, I had to quickly reorganise the lesson plans to match the students learning needs. This experience demonstrated that lessons might need to be adapted on the fly. I refined my lesson plans and made necessary changes to my teaching approach.

By tailoring lessons to their interests, such as incorporating more group work over individual tasks based on student feedback, I noticed increased engagement. This feedback was collected through observations during lessons. Most of the lessons were then revised based on this data. Ability-based group assignments proved highly effective, allowing students to collaborate ono writing sentences about their weekends and sharing their knowledge with peers. Group work increased student engagement and accommodated different learning styles, such as auditory learners. For example, students enjoyed the Think, Pair, Share activity, where they thought of a sentence to write in their notebooks. This method allowed students to take ownership of their learning and collaborate effectively with their peers.

Discuss how evidence of learning was used to monitor student progress and to modify teaching and assessment strategies:

Attachment 4.B includes a writing lesson plan that is part of my planned teaching. In the independent section of the lesson, students were asked to complete the sentence, In the classroom we use. to using their prior knowledge from the story Starting school by Jane Godwin. Attachment 5.C contains a student sample of this independent task. The student completed the sentence to the best of their ability but forgot to include finger spaces, which I noted in my feedback the success criteria for this task, as shown in Attachment 5.B, included Use what I have already learned about finger spaces and full stops in my writing. Although this was part of the planned teaching, the student did not apply it in their work. To address this, I incorporated visual cues and reiterated the importance of finger spaces and full stops before students attempted to write their sentences independently.

Through ongoing formative assessments, I was able to evaluate the students understanding of tasks and make informed decisions. One example of a formative assessment I used was checking for understanding at the end of a lesson. This helped me identify which students comprehended the material and which needed additional support. I used this information to inform future lesson plans. Additionally, asking questions to assess understanding and stimulate critical thinking proved beneficial. If most students demonstrated understanding and met the lessons objectives, I proceeded to the next lesson. Based on the data collected, I identified students needing further assistance and provided small-group guided sessions to address their knowledge gaps.

Identify and justify future teaching and assessment practices in relation to relevant theory:

The Think, Pair, Share strategy engages students by allowing them to first think independently, then discuss their ideas with a peer, and finally share their responses with the class. This interactive teaching method not only provided me with valuable insights into student responses for formative assessment purposes but also enabled students to learn from each others contributions. To further enhance their learning, I would encourage the students to expand their writing by composing more than one sentence. In terms of assessment, I would continue using formative assessments, such as asking questions and utilising the think-pai-share technique, to measure student understanding.

Think, Pair, Share is a cooperative learning technique that has been shown to boost students self-esteem (Goodwin, 1999). This method inherently increases wait time, giving students more opportunity to reflect after being posed with a question or idea (McTighe & Lyman, 1988). This extended reflection time has been found to increase participation in discussions and improve the quality of student responses (Rowe, 1972). Teachers also benefit from using Think, Pair, Share as an effective formative assessment tool (Cooper & Robinson, 2000). The strategy is rooted is social constructivist learning theory, as it encourages students to reflect and discuss together.

Practice 5: Appraising impact of teaching

Evaluate the effectiveness of teaching and demonstrate its impact on student learning:

Over the past seven weeks, I have seen significant progress and remarkable improvements in the entire class, which has made me feel accomplished and grateful for the opportunity to teach these students. The pre- and post- assessment results, as detailed in Attachment 5.A, 5.B and 5.C, clearly show notable advancements amongst all three focus students and most of the class.

Student A

At the beginning of the unit, Student A had a basic understanding in the pre-assessment and struggled to meet the success criteria for English- Writing, specifically for Handwriting (ENE-HANDW-01 and spelling (EN-SPELL-01). As shown in Attachment 5.A, Student A received a basic grade because he did not use capital letters, finger spaces, or full stops and had spelling errors- all of which were part of the marking rubric. However, by the end of the unit, the post- assessment revealed the Student A had made notable progress, earning a sound grade. He improved in using full stops and spelling sigh words correctly, though he still needed to remember to start sentences with capital letters. Overall, Students As grade improved from basic to sound over the seven weeks, showing that our teaching strategies, such as explicit teaching, scaffolds, and visual posters, were effective.

Student B

In the pre-assessment, student B demonstrated a sound understanding, meeting some of the outcomes for English- Writing, particularly for Handwriting (ENE-HANDW-01) and spelling (ENE-SPELL-01). As detailed in Attachment 5.B, student B initially received a sound grade because she used capital letters and spelled sight words correctly. She even showed some criteria of the thorough grade, but she forgot to use a full stop at the end of the sentence. By the post-assessment, Student Bs performance had improved, moving from a sound to a thorough grade. She successfully met most learning outcomes, although she still had some spelling errors with sight words. Given that she achieved six criteria in the thorough. This improvement over the seven weeks highlights that the teaching strategies were effective in enhancing her learning.

Student C

At the start of the unit, Student C demonstrated a sound understanding in the pre-assessment. He was able to meet some of the success criteria for English- Writing, specifically for Handwriting (ENE-HANDW-01) and spelling (ENE-SPELL-01). As noted, in attachment 5.C, student C initially received a sound grade because he used a capital latter, finger spaces, and a full stop. However, he only wrote one sentence and refused to write a second one independently.

By the end of the unit, Student C showed improvement in his post-assessment, earning a thorough grade (Attachment 5.C). His sentence writing improved, as he was able to use full stops and spell sight words correctly, though he sometimes forgot to start sentences with capital letters. Overall, Student Cs grade improved from sound to thorough over seven weeks, indicating that he benefitted from the teaching strategies and encouragement to write more independently.

A key strategy that contributed to this progress was the daily visual building of sentences using concrete materials, such as holding Circle words. This approach engaged students and promoted curiosity by linking learning to real-life context. This method was incorporated into every writing lesson, and it seemed to positively influence the students learning, as evidenced by the improvement in their writing and their ability to meet the assessed outcomes.

To further support Student C and others, I followed Standard 1.5 9AITSL, 2017), which emphasises catering to the diverse needs of students. This involved setting challenging yet achievable goals and making informed decisions based on observations and collected data. I used various formative assessment techniques, including verbal and written feedback, as well as ongoing observations, to track students progress. This allowed me to adjust my lesson plan as needed to ensure all students had equitable opportunities to learn according to their abilities.

Pre testing and Post testing:

Pre- assessments serve a dual purpose: they allow students to showcase their diverse skill sets while also identifying those who may not yet be performing at the expected stage level. This aligns with Vygotskys theory, which emphasises the importance of scaffolding within the zone of proximal development to help students learn more effectively (McDevitt et al., 2013). This process highlighted a challenge: ensuring that all students, including those with advanced knowledge, were engaged and progressing together towards the learning goals.

To address this, the content reviewed to identify and fill any learning gaps and to provide additional support to those who needed it. By understanding students pre-assessment scores and their diverse skills, we could tailor our teaching strategies accordingly. Conducting a pre-assessment was crucial for planning the subsequent lessons, as it provided valuable insights into the students abilities and needs. The results, detailed in attachment 5.A to 5.C, show significant improvements in the writing skills of the focus students, demonstrating the effectiveness of this approach.

Whole class:

In each writing lesson, we focused on learning to write a specific letter of the day. The process began with the teach modelling the letter on the board, followed by students tracing it on a tracing sheet. After this, students returned to their tables to practice writing the letter and complete their handwriting/ Spalding book.

Next, students gathered on the floor to watch the teacher demonstrate how to build a sentence. This involved using students as helpers to hold the circle words (Attachment 5.E). The class discussed the three essential components of a sentence: a capital letter at the beginning, spaces between words, and a full stop at the end. To illustrate these points, we had a student stand with their hands up to represent the capital letter, places spaces between students holding words, and had another student stand with their fist out at the end to represent the full stop. Additionally, a visual guide was provided for students to refer to while writing sentences (Attachment 5.D).

Resources that exemplify how teaching practice contributed to student learning:

Small group interactions, along with visual aids presented in attachments 5.D and 5.E, have significantly contributed to student learning. These visual aids serve as valuable guides when students require additional ideas or guidance on sentence construction. Moreover, Appendix 3.B (referenced in practice 3) outlines five-star criteria for writing sentences, serving as a useful resource for all students by providing a checklist of essential sentence components.