Illustration of Personalised Learning

Creating stories

A teacher of a class of 27 students, of whom 18 are learning English as an Additional Language or Dialect (EAL/D), selects age-appropriate content from the Year 1 Australian Curriculum: English. The lesson is part of a unit of work to create stories. In the lesson, the teacher integrates the content from the Language, Literature and Literacy strands. The focus of the lesson is the structure and punctuation of written narrative texts. For the EAL/D students, the lesson includes: the consolidation of alphabetic and phonic knowledge, pronunciation, vocabulary, grammar, text structure and punctuation. The teacher employs a range of supportive teaching strategies to personalise learning. These include providing learning opportunities that support and extend students’ written and oral language proficiencies, including explicit whole class instruction through modelling text construction, individual teacher/student conferencing and opportunities for independent text construction and editing of text. In planning for and implementing the unit, the teacher draws on various components of ACARA's EAL/D Teacher Resource including the EAL/D learning progression to monitor the student students’ language proficiency and the English and EAL/D annotated content descriptions. These annotated content descriptions provide relevant teaching strategies and cultural or linguistic considerations implicit in the curriculum content descriptions.

  • Australian Curriculum

    Teacher intention:
    To develop her students' SAE language proficiency as they learn how to construct a narrative text.
    Learning Area : English Year level: Year 1 Content description: Understand that the purposes texts serve shape their structure in predictable ways ACELA1447 Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands ACELA1449
    Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts ACELA1454
    Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace ACELY1788
    Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams ACELY1661
    Reread students’ own texts and discuss possible changes to improve meaning, spelling and punctuation ACELY1662
    Discuss features of plot, character and setting in different types of literature, and explore some features of characters in different texts ACELT1584

    General Capability: Intercultural understanding Organising element: Explore and compare cultural knowledge, beliefs and practices Level: 2
    General Capability: Critical and creative thinking Organising element: Transfer knowledge into new contexts Level: 2
    EAL/D learning progression: Speaking, Listening, Writing Learning phase: F, 1, 2

  • Personalised learning

    Plan from age-equivalent learning area content:
    The teacher plans from Year 1 English content to develop a teaching and learning program to develop students’ language proficiency to create both written and spoken narrative texts.

    Align individual learning goals with age-equivalent content to personalise the learning:
    Teacher draws on 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.

  • Questions for discussion

    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 ACARA's EAL/D Teacher Resource to support your teaching of the Australian curriculum?

  • Professional Standards for Teachers

    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

  • School context

    Emmanuel Christian Community SchoolGirrawheen, WA
    School type: Non-GovernmentYear level: Year 1School sector: PrimarySchool location: Metropolitan
    Emmanuel Christian Community School is a co-educational school of 650 students from Foundation to Year 7 in Girrawheen, Western Australia. The School, has a large population of students for whom English is an Additional Language/Dialect.