Illustration of Personalised Learning
To develop her students' SAE language proficiency as they learn how to construct persuasive text in the form of a complaint letter.
Learning Area : English Year level: Year 9 Content description: Identify how vocabulary choices contribute to specificity, abstraction and stylistic effectiveness ACELA1561 Understand how punctuation is used along with layout and font variations in constructing texts for different audiences and purposes ACELA1556
Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features ACELY1746
Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features ACELY1747
General Capability: Critical and creative thinking Organising element: Consider alternatives Level: 6
General Capability: Literacy Organising element: Express opinion and point of view Level: 6
EAL/D learning progression: Speaking, Writing, Listening Learning phase: Years 7-10
Plan from age-equivalent learning area content:
The teacher bases her teaching plan on the Year 9 English content with the aim to develop the students’ language proficiency when creating written and spoken persuasive texts.
Align individual learning goals with age-equivalent content to personalise the learning:
Teacher draws of material in the EAL/D teacher resource to personalise the learning of her students:
She uses the EAL/D Learning Progression to identify and monitor the students’ language proficiency in Speaking, Listening, Reading and Writing.
She uses the English EAL/D Annotated content descriptions: English to obtain information about linguistic or cultural considerations implicit in the curriculum content descriptions. She also draws on suggested teaching strategies in this publication.
1. How do you use the Australian Curriculum to design activities that are relevant to the diverse learning needs of your students?
2. What strategies do, or could you use to personalise a teaching and learning program developed from age-equivalent content?
3. How might you use the EAL/D Teacher resource to support your teaching of the Australian curriculum?
Standard 1: Know students and how they learnFocus area: 1.1
Physical, social and intellectual development and characteristics of students
Other focus area:
Focus area: 1.3
Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Standard 2: Know the content and how to teach itFocus area: 2.3
Curriculum, assessment and reporting
Aranmore Catholic CollegeLeederville, WA
School type: Non-GovernmentYear level: Year 9School sector: SecondarySchool location: Metropolitan
Aranmore Catholic College is a co-educational school of 650 students from Years 7–12 in Leederville, Western Australia. Aranmore has an English as an Additional Language or Dialect (EAL/D) Department.