UNIVERSITY OF SOUTH AUSTRALIA, SCHOOL OF EDUCATION

Assessment 2
Program Design
Amber Archdale Student ID: 110093159
Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 2
Table of Contents:

Context
Page 2
Learners needs
Page 3
Primary program objectives
Page 3
Program outline
Unit 1: Persuasive
Texts Page 4
Unit 2: Narrative
Texts Page8
Justifications
Design and
organisation Page 12
Content
Page 13
Pedagogy
Page 13
Language, culture
and EALD learning

Page 15
Bibliography
Page 17

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Assessment feedback

EDUC 5154 Curriculum Development in TESOL

Assignment 2: Project 55% Due: 16th June
Name: Amber Archdale Grade: HD 87 %
Key Assignment criteria and Performance on components
weighting F P C D HD

Analysing the designated context of x

learning and teaching, and the
learners needs, showing how the
contextual factors and learner needs
shape the design of the program.
Indicate your sources of information
and demonstrate how you plan to
integrate ongoing identification of
learner needs throughout the
program
30%
Outline the 10-week program in a x
table or other summary format,
including titles for units of work,
learning objectives, content, learning
activities, resources, assessment and
reporting information.
30%
Justifying the overall design and x
teaching approach with reference to
goals, course organisation and
content, predominant learning
activities, resources, assessment and
reporting plans.
40%
Summary comment
The assignment manifests an excellent good understanding of issues involved in planning
a TESOL program for a given setting. The contextual introduction provides adequate
information about the students current English proficiencies and their needs to which the
TESOL program intends to cater.

The outlines of the program include the information that is required for the assignment
and demonstrate a sound understanding of issues involved in planning this TESOL
program, however, it is not clear whether sufficient activities have been designed for each
week, which is 220 minutes in length, and it is not clear either how the learning objectives
set for the individual activities are related to the adopted curriculum. It is very good that
measures are made to monitor students changing needs throughout the program, but it
is not clear how the findings are reported or fed into classroom teaching.

The section of justification addresses aspects of the designed program as required for the
assignment.

Context

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This program has been designed around the context of the year 10 English as an

Additional Language or Dialect (EALD) classroom observed at Paralowie School in

2015. For those students to whom it applies, EALD lessons are taught as an

alternative to mainstream English(Archdale 2016) from year eight to ten, after

which students are either expected to do the SACE 1 level ESL classes or

mainstream English. Students are taught in a classroom dedicated to EALD teaching

and this classroom is equipped with a whiteboard, projector and wireless internet.

All teachers and students in the years eight to twelve are provided with school

laptops for use both at home and school for school-based work.

Paralowie School is an R-12 school in the northern suburbs, classified as

disadvantaged with an ICSEA2 value of 927(MySchool 2015); significantly below

average. 22% of the students enrolled at Paralowie School have a language

background other than English.

Teachers expectations of students abilities and work output were consistently low

across multiple subject areas. This was observed through in-class observations,

conversations with mentor teachers and other teachers in the same office as well as

in conversation with other pre-service teachers at the school who all had similar

observations of their mentor teachers.

The observed EALD class had three lessons per week, one 45 minute lesson, one

lesson of 90 minutes and another of 85 minutes. Through my observations of this

class it was made clear that students written language levels were on a spectrum

between level 10 and level 12 (DECD 2012; Archdale 2016). These levels are year

eight equivalents.

1 SACE stands for South Australian Certificate of Education

2 ICSEA stands for Index of Community Socio-Educational Advantage. (MySchool,

2016)

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Learners needs

The SACE Stage 1 performance standards for English as a Second Language dictate

that students have a much higher literacy standard than level 12. In addition to

students requiring a comprehensive understanding of the English language and how

to manipulate it successfully, students require the ability to convey knowledge and

ideas using appropriate, sophisticated vocabulary and language structures;

manipulate the English language to convey meaning in structurally and thematically

appropriate texts and find and select appropriate resources to include in fact-based

texts.

In order for students to be able to reach this level by the time they begin stage 1, it

is necessary to teach with these performance standards in mind, setting challenges

while still allowing for the differentiation of competency levels within a class.

(Archdale 2016)

Primary program objectives

Objective 1: Students will be able to confidently recognise, analyse, incorporate

and develop persuasive texts in multiple mediums, using factual sources,

appropriate language and text structure and viewing ethical and moral dilemmas

from multiple perspectives.

Objective 2: Students will be able to critically analyse and implement character

and plot development in an appropriate medium for their narrative and skill in

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multimedia and incorporating an instance of persuasion as a complication of the

plot.

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Program Outline

Unit 1: Persuasive Texts

This unit is taken from Assessment 1: Curriculum Development

in TESOL (Archdale 2016).

Unit Objectives:

Objective 1: Students will discuss and analyse the ethics of persuasion and learn

the language features involved in constructing a comprehensive and convincing

argument.

Objective 2: Students will observe and critically analyse culturally indicative texts

considering the point of view of the protagonist and the antagonist and how this

changes their perception of what is right and wrong.

Objective 3: Students will engage in public speaking in the form of debating.

Students must convincingly argue for either the affirmative or negative position

using the language features learned throughout the unit.

Table 1.1

Week Activity Weekly Language

Aim Features
Learned
1 Teacher: Convince class of a Students will Comparative
Introduct plausible untruth using all look at moral connectives to
ion language features of dilemmas contrast opposing
persuasive communication from a POV in visual text.
including verbal and non- Western point Also use additive
verbal cues. of view connectives to add
Class Activity: 2 truths 1 lie before an idea/some can
game -also get to know you opening a also be used as
tool whole class comparatives.
Small Groups: how do we discussion on
recognise a lie? What are differing
the consequences of lying? moral
How do you feel if you standpoints
find out you have been in other

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lied to? What happens cultures.
when we are persuaded
to do something we do Students will
not want to do? How do learn to
you feel, before, during, appreciate
after? the point of
Group activity: Ethics view of both
surrounding persuasion antagonist
when is it ok? When is it not and
ok? Analyse a piece of text protagonist
involving persuasive parties.
language and look at it from
another perspective (eg
Pirates of the Caribbean
who are the good guys?
why? What happens when we
look at the situation from the
POV of the antagonists?)
2 Class activity: analysis of a Students will Ethical language
Persuasi text (language features, learn to what makes x
ve emphasis, point of view, recognize person sound fair,
Writing ethical considerations, why persuasive right/wrong,
are WE convinced? Etc.) techniques in moral/just?
Group activity: students their personal Emphatic
find and discuss at least one reading and language,
instance in their personal daily hyperbole and
reading where persuasion interactions. exaggeration.
was used. Voice formal vs
CLASS ACTIVITY AS A RESULT non formal.
OF ABOVE: Tense
Mind map of variations in Nominalisation.
persuasion context,
morality,
severity/persuasiveness,
result (positive/negative, for
whom?)

Individual task: analysis of

a text worksheet or
Socorative quiz. Student
formative assessment and
assessment for learning
what have/havent the
students understood, revise
plan for future weeks
3 Class activity: Watch /go to Students will Ethical language
Persuasi a debate (Q&A?) on a learn to what makes x
ve relevant social/political topic. respond to person sound fair,
Rebuttal Small groups: analyse persuasive right/wrong,
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language features, vocal texts in both moral/just?
cues, non-verbal cues, fact a written and Emphatic
check, rebuttal 1 per group, verbal format language,
forms 1 large class analysis through hyperbole and
Individual task: Rebuttal further exaggeration.
convince me of the opposite analysis of Voice formal vs
of what the sheet says by persuasive non formal.
using effective rebuttal. text with a Tense
(persuasive text essay, focus on Figurative,
summative assessment, verbal metaphorical and
200-500 words max) interactions. simile
Contrasting views
displayed negatively
antithesis point
of view
Structure of
Persuasive Essay

ARTEFACTS
PRODUCED:

TEACHER AND
STUDENTS: Whole
class analysis of a
text to be compiled
and handed back to
students as a
handout.

STUDENT:
Summative student
assessment: rebuttal
persuasive essay,
200-500 words, 1
per student.
4,5 Class debate public forum. Students will Incorporating all of
Debating Either teams present in front build the language
of class or in front of confidence features learned into
assembly, at staff meeting, and further comprehensive and
etc. (depending on topic) develop their informed debates.
Summative assessment verbal English
group debates presented in to include all ARTEFACTS
front of class/assembly using of the PRODUCED:
researched arguments. language STUDENTS:
features Journal/folio of
analysed research for debate.
within this Summaries of
unit. arguments to be

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explored by each
team. (Allowing both
affirmative and
negative sides to
combat each others
arguments fairly and
with fact-based
arguments)

TEACHER: Video of
debates, proof of
summative
assessments.
Resources required

Assessment and Reporting Summary

Week 2: Individual task: analysis of a text worksheet or Socorative quiz. Student

formative assessment and assessment for learning what have/havent the

students understood, revise plan for future weeks

Week 3: Individual task: Rebuttal convince me of the opposite of what the sheet

says by using effective rebuttal. (Persuasive text essay, summative assessment,

200-500 words max)

Week 4/5: Summative assessment group debates presented in front of

class/assembly using researched arguments.

Applicable ACARA content descriptors (ACARA 2015)

(Reading and Viewing, Writing, Speaking and Listening)

Table 1.2

Language Literature Literacy

Analyse and evaluate the Evaluate the social, moral Identify and explore the
effectiveness of a wide and ethical positions purposes and effects of
range of sentence and represented in texts different text structures
clause structures as (ACELT1812) and language features of

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authors design and craft spoken texts, and use this
texts (ACELA1569) knowledge to create
purposeful texts that
inform, persuade and
engage (ACELY1750)
Evaluate the impact on Analyse and evaluate
audiences of different text structures and
choices in the language features of
representation of still and literary texts and make
moving images relevant thematic and
(ACELA1572) intertextual connections
with other texts
(ACELT1774)
Understand that peoples Reflect on, extend,
evaluations of texts are endorse or refute others
influenced by their value interpretations of and
systems, the context and responses to literature
the purpose and mode of (ACELT1640)
communication
(ACELA1565)
Refine vocabulary Create imaginative texts
choices to discriminate that make relevant
between shades of thematic and intertextual
meaning, with deliberate connections with other
attention to the effect on texts (ACELT1644)
audiences (ACELA1571)
Compare the purposes, Identify, explain and
text structures and discuss how narrative
language features of viewpoint, structure,
traditional and characterisation and
contemporary texts in devices including analogy
different media and satire shape different
(ACELA1566) interpretations and
responses to a text
(ACELT1642)
Understand how
language use can have
inclusive and exclusive
social effects, and can
empower or disempower
people (ACELA1564)

Unit 2: Narrative Texts

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Unit Objectives:

Objective 1: Students will discuss and analyse the similarities and differences

between narratives presented in various mediums and choose the narrative style

which best fits their story.

Objective 2: Students will critically analyse aspects of narrative construction with

particular focus on character building and structural components.

Objective 3: Students will plan and draft their own narrative using a medium

suited to their story and skill set outside of the EALD classroom. Their narrative

must include persuasion within their narrative to demonstrate their understanding

of the ethical and technical aspects learnt within unit one.

Table 2.1

Week Activity Weekly Aim Language

Features
Learned

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6 Comparative activity based Students will learn Dialogue
Introducti on what we know. how the structure of versus
on to Teacher: will already have persuasive texts and narration.
Narrative the language features of narrative texts differ Point of
persuasive texts on display. as well as the key view first
Students: will work in small language features person,
groups to differentiate used within second
narrative from persuasive narrative texts. person, third
texts. (This will be a short person,
activity to determine what is multiple
known, unknown and perspectives
uncertain.) .
Teacher: Briefly explain Tense
basic language features
involved in narrative
including the varying formats
available for narrative -
novel, novel series, short
story, poem, comic, movie,
TV series, etc.
Students: will individually
read a page/chapter of a
book/poem and identify the
tense and perspective.
They will then write a scene
from another perspective
(formative
assessment/Assessment for
learning project) to create a
segue into week sevens
topic on character
development.

7 Using episodes from the web Students will learn Show dont
Character comic Check Please! to distinguish tell versus
developm Episodes Parse Part 1,2 and 3 between good and tell dont
ent (Ukazu 2016) (explicit bad character show
language modified) to development and techniques.
demonstrate effective start to build up
character development in few their own
words. characters.
Class activity: Analyse what
makes this good character
development and as a class
construct a set of guidelines
to building a good character.
(Teacher will compile this into

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a worksheet for students to
use)
Individual activity:
(Formative Assessment)
Students will begin character
development to aid them in
their narrative writing in
weeks nine and ten.
As a class, discuss how this
development might be
utilised in longer written
stories, short stories, TV
series, movies, etc.
8 Teacher: Explain the Students will learn Pacing
Plot structure of a narrative and how to structure and action
Analysis the language features that plan a narrative versus
assist in telling the story. through the slower scene
Student group activity: identification and sentence
Identifying analysis of narrative structure:
introduction/orientation, texts in multiple simple
complication, resolution/s formats. (and
within multiple texts and succinct)
formats that are often sentence
commonly read or known by structure
students eg.* plot of Harry provide
Potter while students may action
not have been able to read scenes with
the books, often they will drama and
have watched the movies, suspense.
current popular superhero Complex
movie, short story, comic, sentence
previous class novel, etc. structures
*This activity will require add detail
knowledge of the students and serve to
interests which will be move the
addressed within week 6. plot forward.
Class Activity: students and
teacher will create a set of
guidelines for students to
plan their own narrative.
(Teacher will compile this into
a worksheet for students to
use )
Student individual
activity: (Formative
Assessment) Students will
begin to develop the plot of
their narrative using the

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worksheet developed in class.

9, 10 Students will use the Students will Students will

Narrative developed class materials to demonstrate their incorporate
writing plan and write a short story. knowledge of the
and One of or the complications persuasion and language
planning within the narrative must be narrative by writing features
as a result of an instance of a short story that they have
persuasion. uses persuasion as learned into
either a plot device their own
or complication for narrative.
the narrative.
Resources required

Assessment and Reporting Summary:

Week 6: Formative Assessment

Students will write a scene from a different perspective based on a chapter of a

fiction book they read in class. This will be no more than 200 words. This will inform

the depth character development will be explored in week 7 as well as the level of

competency expected in the final assessment.

Week 7: Formative Assessment

Students will begin character development to aid them in their narrative writing in

weeks nine and ten. No word limit, worksheet format.

Week 8: Formative Assessment

Students will begin to develop the plot of their narrative using the worksheet

developed in class.

Week 8 and 9 formative assessments will be used to assess the level of detail and

competency expected in final summative assessment. This competency will be the

ability to both plan and implement the details outlined within the worksheets.

Week 9 and 10: Summative Assessment

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Students will finish planning and write their own short story. Students can choose

the medium their narrative is presented in- written short story, short comic, short

film, etc. If students choose to use a medium that is not purely written they must

hand up their supporting materials in addition to their final project i.e., script, draft

panels, annotations for visual aids, etc. 500-1000 word limit or equivalent.

Applicable ACARA content descriptors (ACARA 2015)

(Reading and Viewing, Writing, Speaking and Listening)

Table 2.2

Language Literature Literacy

Understand how Create literary texts that Create sustained texts
paragraphs and images reflect an emerging including texts that
can be arranged for sense of personal style combine specific digital or
different purposes, and evaluate the media content, for
audiences, perspectives effectiveness of these imaginative, informative,
and stylistic effects texts (ACELT1814) or persuasive purposes
(ACELA1567 that reflect upon
challenging and complex
issues (ACELY1756)
Understand that Create imaginative texts Analyse and evaluate how
Standard Australian that make relevant people, cultures, places,
English in its spoken and thematic and intertextual events, objects and
written forms has a connections with other concepts are represented
history of evolution and texts (ACELT1644) in texts, including media
change and continues to texts, through language,
evolve (ACELA1563) structural and/or visual
choices (ACELY1749)
Compare the purposes, Create literary texts with Use a range of software,
text structures and a sustained voice, including word processing
language features of selecting and adapting programs, confidently,
traditional and appropriate text flexibly and imaginatively
contemporary texts in structures, literary to create, edit and publish
different media devices, language, texts, considering the
(ACELA1566) auditory and visual identified purpose and
structures and features the characteristics of the
for a specific purpose and user (ACELY1776)
intended audience
(ACELT1815)

Evaluate the impact on Identify, explain and

audiences of different discuss how narrative
choices in the viewpoint, structure,
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representation of still and characterisation and
moving images devices including analogy
(ACELA1572) and satire shape different
interpretations and
responses to a text
(ACELT1642)
Refine vocabulary Compare and evaluate
choices to discriminate how voice as a literary
between shades of device can be used in a
meaning, with deliberate range of different types
attention to the effect on of texts such as poetry to
audiences (ACELA1571) evoke particular
emotional
responses(ACELT1643)

Justification
Design and organisation

It is my belief that the content taught should reflect the current sociocultural

climate. For example, persuasion is used by the worlds politicians every day, asking

each member of society to vote for them above their opposition. Many students in

year 10 will be only a few years away from being able to vote and it will become

vital for those students to recognise the persuasive techniques in politicians

speeches and know how to rebut the promises and statements in their community

(and perhaps within organisations they are involved in). It is also critically

important- particularly with the current world climate- that students can recognise

the ethical issues embedded within the policies of some politicians and see the

opposing views to make an informed choice. It is my belief that it has never been

more important to educate the nations youth in the recognition and ethics of

persuasion. This is the reason persuasive texts are the central focus of the first unit

(Table 1.1) of work in the program.

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The second unit, narrative texts (Table 2.1), both changes direction and implements

some of the techniques discussed and taught in unit 1. It changes direction in that it

removes the focus from the non-fiction aspects of our society and places it on that

of the consumption and development of popular media. The challenge will be

finding literary texts that are both age and literacy level appropriate that also meet

the needs of the analysis study areas within the unit. Multimedia texts will also be

used as it must be accepted that we are currently living in a digital age where

almost all books are released in eBook mode as well as (or instead of) hard copy

books and many narratives are being told through other forms of media including

comics (hard copy and web comics), television series and movies, podcasts and

audiobooks. Students will be encouraged to develop their narrative in a medium

they choose text based, video, comic, audio file provided it meets the criteria for

assessment. However by allowing a multimodal approach, this unit also fulfils

additional ACARA standards relating to multimedia and general capability

information and communication technology competencies.

Content

An observation from Paralowie School across multiple subjects was that the topics

being discussed and taught within class was often irrelevant to current culture

internationally, nationally and local culture. Only three percent of students

attending this school are in the top quarter of socioeconomic status, and over half

of the students attending are in the bottom quarter (MySchool 2015). Teaching

students about topics that are irrelevant or uninteresting to them is not going to

produce informed, well-educated graduates. Persuasive text, as mentioned above,

plays a vital role in our society at every level of interaction. While the material used

within the unit will change depending on current events and interests, the necessity

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for the unit will not, and it should not be avoided because of the socioeconomic

status of the students which is what was observed at this school.

Following the persuasive text unit with a narrative texts unit is both a change of

pace and an opportunity for the teacher to expand on some aspects of persuasive

texts without the complication of fact such as perspective and use in context. By

preceding narrative texts with persuasive texts, students have a wider view of the

many contexts in which persuasion can be employed, therefore making it easier for

them to use an instance of this as a complication in their narrative. In addition, the

concept of perspective will be easier to grasp having considered alternative

perspectives on current events.

Pedagogy

Constructivism revolves around the central theory that the learner is active in the

acquisition of knowledge and understanding(DETE 2001; Archdale 2016). Each

activity within the program has been designed so students have a say in the

material analysed and used and handing the responsibility for their learning over to

them. In this respect the program has been directly influenced by the approach to

classroom management that will be employed. Woolfolk-Hoy et al. (2006) found that

students were more willing to engage with a class if they felt that the teacher cared,

both about them as people and them as students. They also found that a caring

relationship with their teachers was a precondition for caring about school.

Immediately, by teaching content that is relevant, I will be able to answer the

question I asked while I was at school and was asked while on placement Why are

we learning this? with an answer that is more satisfactory than many of the

answers I have been given which all equated to it is part of the required

curriculum, and is not a particularly enticing reason to apply oneself to the topic.

Another reason for handing the responsibility for their own learning back to students

is Banduras (1997) theory of reciprocal determinism. The theory of reciprocal

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determinism is essentially the series of factors that influences ones behaviour. This

includes the behaviour and perceived attitudes of the people around you. By raising

the expectations for the content taught and then delivered by students, it is likely

that students will be influenced by these expectations and strive to meet them.

Each week of the program follows a fluency first pedagogy (Brumfit 1979, as cited

in Richards 2006) using an activity progression which follows the P-P-P Cycle

(Presentation, Practice, Production) (Richards 2006). The original P-P-P Cycle was

used in a rote learning style however is easily adapted to a constructivist pedagogy.

Presentation of the information in whole class activity format then evolves into

practice in the format of small group activities discussions and analysis. The final

stage, production, is the resulting individual work produced in formative and

summative assessments. Students build upon their individual knowledge with the

support, guidance and feedback of their peers and teacher/s in whole class

activities. This communal knowledge is built on in small groups and tested in

individual formative assessments. After each formative assessment activity,

students will have the opportunity to discuss the strengths in their knowledge and

discuss how each student can move forward towards SACE level performance

standards and unit/program objectives as well as receiving written feedback from

the teacher.

Language, Culture and EALD learning

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Each of the three summative assessments within this program represents a focus

on English language learning Reading and Viewing, Writing, Speaking and

Listening. As part of the research and formative assessment stages for each

assessment, reading and viewing is necessary as each unit contains a multimodal

approach to teaching and learning language. By utilising this multimodal approach,

students who learn best in different areas of literacy all have an equal opportunity

to learn the same content. As demonstrated within Table 1.2 and Table 2.2, there is

a heavy emphasis on reading and viewing within both units of work.

Freire et al(1983) said The actual act of reading literary texts is seen as part of a

wider process of human development and growth based on understanding both

ones own experience and the social world. - P.5 This quote neatly summarises both

my personal and educational philosophies towards reading and is therefore one

reason why reading criteria are so thoroughly addressed within this program. The

aspect of understanding both ones own experience and the social world, Is a

major part of why reading is so important to EALD learning it provides students

with social contexts with which they can compare and identify with their own

experiences with other cultures.

There are just as many opportunities to practice speaking and listening within this

program. The obvious is the debating assessment, in which students must learn to

pronounce phonemes correctly, use appropriate stress and intonation patterns and

speak in connected speech(Harmer 2007); however other opportunities and

requirements appear throughout the program in group and class activities and

verbal discussions with the teacher. The combination of more intensive formal and

informal assessment of speech development in unit 1 allows the teacher to monitor

the progress of students; vocal inflections and pronunciation. (Archdale 2016)

Finally, students are expected to undertake writing exercises in almost every

activity within the program. The formative assessment tasks will provide the

teacher with opportunities for Assessment for Learning (AfL)(Black and William

1998). Black and Williams research is based around the concept of using the

information provided by students (such as formative assessment criteria and

informal observations) to modify the content taught or the way the content is being
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taught to maximise student learning. Each writing activity undertaken by students

over the ten week program will provide the teacher guidelines for what needs to be

reiterated, taught more or less of and which students need extra support. There are

at least twelve activities (some formative assessments, some informal activities)

within the outlined ten week program that call for students to write and more that

will inevitably occur within the class as it is being taught; there are also three

summative assessments which require different genres of writing, word limits,

vocabulary and sentence structures.

2,493 words

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Bibliography
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Archdale, A. (2016). Assessment 1: Curriculum Development in TESOL Adelaide,

University of South Australia: 9.

Bandura, A. (1997). Self Efficacy: The excersise of control. New York, W.H.
Freeman.

Black, P. and D. William (1998). "Inside the Black Box." Retrieved 07/04, 2016,
from http://weaeducation.typepad.co.uk/files/blackbox-1.pdf.

DECD (2012). Language and Literacy Levels across the Australian Curriculum:
EALD Students(Levels 7-10) AND (Levels 11-14). D. o. E. a. C. Development.
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Amber Archdale ID: 110093159 Curriculum Development in
TESOL
Assessment 2

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