English+Pilot

=**Welcome** **to the //Pilot// of the English Strands**    = The English Area of Learning Expert Focus Group has developed the following piloting documents, beginning with the //Writing// strand. In producing this trial document, the team has: Depending on the level of piloting, you will be making "compulsory" contributions to this site, with all piloters sharing their responses to the questions posted under the DISCUSSION tab located on the top of this page. Post your responses after you have read or used the document. We look forward to reading your feedback/contributions and conversations through this site. Level 1 Piloters - General Feedback Level 2 Piloters - Verification Level 3 Piloters – Designing for Learning Level 4 Piloters – Gathering Evidence and Making Judgements of Student Learning Level 4 Piloters: Compare and Contrast Matrix
 * Used a cognitive development model called the //Structure of Observed Learning Outcomes// - SOLO (presented by Professor John Pegg)
 * Aligned the current NTCF //Writing// strand with the National Statements of Learning in English: //Writing// and identified gaps/strengths
 * Used student evidence-based learning progress maps including First Steps Writing: WA Progress Map & Vic VELS Progression Points


= = || Gayle Cann, Eleanor Diflo, Freda Spann, Wanita Gallagher, Tania Kolomitsev, Tanya Lambert, Catherine Johnson, KHS English Faculty, Gayle Purdue, Christine Sutherland, Sonya DeHamer, Kay Fitzpatrick, Sacred Heart School, Robynne Dixon, || Amanda Taylor Annette Matthews ||
 * = Piloting Team Mates - add your name to the level of piloting you have opted for.  = ||
 * ===== Level 1nnnn   =====
 * Level 2 <span style="color: rgb(40,197,22);"> || <span style="color: rgb(43,140,80);"> Jennie Ward,
 * <span style="color: rgb(43,140,80);"><span style="color: rgb(10,103,219);">Level 3 <span style="color: rgb(40,197,22);"> || Rebecca Glasby ||
 * <span style="color: rgb(43,140,80);"><span style="color: rgb(10,103,219);">Level 4 ||   ||

<span style="color: rgb(40,197,22);">
<span style="color: rgb(40,197,22);"> Level 1 &<span style="color: rgb(255,255,255);">nnn Level 2 || <span style="color: rgb(244,86,21);">**Mid July:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**Mid to late July**: <span style="color: rgb(0,0,0);">Read and organise feedback   **<span style="color: rgb(244,86,21);">05 August **: Submit feedback  || Level 3 || <span style="color: rgb(244,86,21);">**Mid July:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**Mid to late July**: <span style="color: rgb(0,0,0);">Use the material for designing a learning sequence, unit of work, program   **<span style="color: rgb(244,86,21);">01 September **: Submit feedback  || Level 4 || <span style="color: rgb(244,86,21);">**Mid July:** R eceive materials and participate in orientation <span style="display: block; color: rgb(244,86,21); text-align: left;">**July - August**: <span style="color: rgb(0,0,0);"><span style="color: rgb(0,0,0);">Use the material for designing a learning sequence, unit of work, program    **<span style="color: rgb(244,86,21);">30 September **: Submit feedback  ||  **Level 1 Piloters: General Feedback ** <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 1. Structure and organisation <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 2. Use of language <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 3. How well documents address the following concerns shared by users: <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Outcomes and indicators too broad, lacks detail // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Inconsistent connection between outcomes and indicators // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Steps of achievement are too big  // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Use of indicators is confusing, too broad and do not cover the area of learning // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Sequence of outcomes and indicators, gaps in some areas // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Lack of specific examples for indicators  // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Organisation of indicators confusing // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Not enough information for teachers to identify essential knowledge, understanding, skills and processes that guides teaching programs // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Difficult to use the document to make judgments about evidence of learning // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Too subjective and open to interpretation // 4. Teaching and Assessing Support materials that complement this area of learning || Go to the DISCUSSION tab within LT Pilot  page to post response to question //“When you think of the renewed NT Curriculum Framework English area of learning what are your concerns?”//
 * =<span style="color: rgb(28,135,64);"><span style="color: rgb(44,144,84);"><span style="color: rgb(44,144,84);"><span style="color: rgb(18,151,57);"><span style="color: rgb(43,140,80);"> Piloting Timelines     = ||
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 * **ERT allocation** ||  1 day equivalent  ||
 * **Orientation options** ||    Face to Face email __ gail.smith@nt.gov.au __ for dates and times    Telephone or IDL interaction, contact __ gail.smith __@nt.gov.au to organise   ||
 * **Timelines** ||    Early June: receive materials and participate in orientation    Mid to late June read and organise feedback *  Submit feedback by **3 August** as per guidelines below   ||
 * **Expectations – What we expect feedback about** ||  Please provide feedback on
 * **Expectations – How we expect feedback to be given** ||      **We ask that you first:**

//Note: Concerns can be positive and negative.// All original docs with your notes send to __ lorraine.vanhaeften __@nt.gov.au, TLSD, 1st Floor Harbour View or fax 8999 4200 Track changes in electronic document and send to __ lorraine.vanhaeften __@nt.gov.au or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 OR
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg Pilot_English_JoSmith feedback.doc AND Go to your piloting area Resource Page on this site to // share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. //     ||

 **Level 2 Piloters: Verification** Mid to late June read and organise feedback * Submit feedback by **3 August**  as per guidelines below   || Go to the DISCUSSION tab within LT Pilot  page to post response to question //“When you think of the renewed NT Curriculum Framework English area of learning what are your concerns?”//
 * **ERT allocation** ||  1 day equivalent  ||
 * **Orientation options** ||    For a Face-to-Face session email gail.smith@nt.gov.au for dates and times    Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise ||
 * **Timelines** ||    Early June: receive materials and participate in orientation
 * **Expectations – How we expect feedback to be given** ||      **We ask that you first:**

//Note: Concerns can be positive and negative.// All original docs with your notes send to __ lorraine.vanhaeften __@nt.gov.au, TLSD, 1st Floor Harbour View or fax 8999 4200 Track changes in electronic document and send to __ lorraine.vanhaeften __@nt.gov.au or Gail Smith, TLSD, 1st Floor Harbour View or fax 8999 4200 OR
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg Pilot_English_JoSmith feedback.doc AND Go to your piloting area Resource Page on this site to // share resources and ideas for Teaching and Learning Support Materials to complement this area of learning. //    || <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·   Location of national statements in the NTCF document <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  “Levelness” of the NTCF in relation to Year 3, 5, 7 and 9 expected levels in the National Statements 2. Check that there are Elaborations for each of the Key Learning statements 3. Check the elaborations sufficiently make explicit the following: <span style="font-size: 11pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  scope and sequence of key understandings and skills students need to demonstrate <span style="font-size: 11pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  learning area meta-language teachers need to know and understand <span style="font-size: 11pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  ** what elaborations are specific for planning and annotating a sample of work and what are not specific enough or too specific? ** 4. Check the language use for Outcomes, Key Learnings is targeted at a general audience (student, educators, parents, community) and language of Elaborations is targeted at educators and is learning area specific 5. Check the developmental sequence of Key Learnings using <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  evidence of student learning that has been moderated in your workplace 6. Suggest text or sources for text, for the Overview, that will inform teachers about English Writing and intended use in designing for and assessing learning. 7. Suggest teaching support materials that are commonly used by yourself, staff at your school to support the teaching and learning of writing ||
 * **Expectations – what to provide feedback on** ||  1. The **National Statement of Learning English** needs to be incorporated in the renewed NTCF. Compare the National Statement of Learning English to this document and highlight the following:
 * || **Key content**  ||  **Used for…….**  ||
 * Example: Teaching Grammar ||  Scope and Sequence of grammar across the KGP and Bands with suggested teaching emphases and activities  ||  Planning and assessing   ||

** Level 3 Piloters – Designing for Learning ** Use of video and guidelines through MP3 player these will be available the beginning of Term 3 To organise a telephone or IDL interaction, contact gail.smith@nt.gov.au || **We ask that you first:** Go to the DISCUSSION board within English Pilot page  to post response to question //“When you think of the renewed NT Curriculum Framework English area of learning what are your concerns?”//
 * **ERT allocation** ||  2 days  ||
 * **Orientation options** ||    To organise a face-to-face session email gail.smith@nt.gov.au for dates and times
 * **Timelines** ||    Early June: receive materials and participate in orientation    June to August use the material for designing a learning sequence, unit of work, program   Submit feedback by **30 August** as per guidelines below   ||
 * Expectations of Level 3 piloters** ||  Using the 8 Learning Management Questions you will design a unit of work, program, or learning sequence. The questions will lead you in when to use the renewed NTCF.   ||
 * **Expectations – What they are and what we expect of feedback ** ||    We ask that you provide feedback in the following ways in response to the stimulus questions below.
 * **Expectations – What they are and what we expect of feedback ** ||    We ask that you provide feedback in the following ways in response to the stimulus questions below.

//Note: Concerns can be positive and negative.// All original docs with your notes send to Lorraine Van Haeften TLSD, 1st Floor Harbour View or fax 8999 4200 Track changes in electronic document and send to **lorraine.vanhaeften@nt.gov.au**, or by internal post to Lorraine Van Haeften , TLSD, 1st Floor Harbour View or fax 8999 4200 OR
 * We ask that you provide feedback in the following ways:**

Track changes in electronic document and upload to ReviewIT wikispace with a new file name eg Pilot_English_JohnSmith feedback.doc AND/ OR   Provide oral feedback using the MP3 players. //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> a.  //// How did you use the 8 Learning Management Questions to design for learning? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> b.  //// How did you use the NTCF English Writing area of learning? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> c.  //// When using the renewed NTCF English Writing what helped you to answer the Learning Management Questions and plan for learning? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> d.  //// When using the renewed NTCF English Writing what was a barrier/ challenge/ issue to you to answer the Learning Management Questions and plan for learning? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> e.  //// What are your suggestions for overcoming this barrier? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> f.  //// What changes have you made to planning and programming as a result of using the renewed NTCF? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> g.  //// What helped you make these changes? // //<span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> h.  //// Are you collaborating with others to use the Learning Management Questions and the renewed NTCF English Writing ? If yes, how are you collaborating with other educators to participate in this pilot? //  //i.//  //Are you planning or actually making major changes to how you design for learning as a result of being involved in piloting? If yes, what do these look like?// ||  **Level 4 Piloters – Gathering Evidence and Making Judgments of Student Learning ** Use of video and guidelines through MP3 player these will be available the beginning of Term 3 Telephone or IDL interaction, contact gail.smith@nt.gov.au to organise || June to August use the material for designing a learning sequence, unit of work, program  Submit feedback by **30 September** as per guidelines below   || <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 1. **Gathering Evidence of Learning:** Within a current learning sequence or unit of work identify an where you have planned to gather evidence of student learning that will either / both 1) inform you of further teaching and learning needs and 2) be used to make judgments about progress and achievement. <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 2. **Making Judgements** – Use current methods (rubrics, marking guides, teacher professional knowledge) to sort the students evidence of learning into groups that show similar demonstrations of learning <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 3. **Making Judgements** - Choose 1 sample from each of these groups that best represents the learning of this group AND samples that were difficult to group. <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 4. **Making Judgements** - Using the current NTCF outcomes and indicators to 1) identify the NTCF level of the evidence 2) annotate the evidence and 3) record this judgment. <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 5.   **Making Judgements** - Repeat Step 4 using the renewed NTCF English Writing area of learning.  <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 6.   **Feedback and Reporting -** Provide feedback to the learners about their progress against the expected outcomes.  <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 7.   **Teaching and Learning** - Identify next teaching and learning opportunities for these samples, record this and attach to the samples.  <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 8. Compare and contrast the outcome and process of using the two different NTCF English Writing areas of learning. <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 9. Send the compare and contrast, annotated evidence using current and renewed English
 * **ERT allocation** ||  2 days  ||
 * **Orientation options** ||    To organise a face-to-face session email gail.smith@nt.gov.au for dates and times
 * **Timelines** ||    Early June: receive materials and participate in orientation
 * **Expectations of Level 4 piloters** ||  You will compare the use the current and renewed NTCF English Writing area of learning to make judgments about student learning and indicate next steps in teaching and learning.

Writing section including judgments and next teaching and learning opportunities to **lorraine.vanhaeften@nt.gov.au** or send to Lorraine Van Haeften TLSD, 1st Floor Harbour View or fax 8999 4200  || <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 1. Annotate or track changes in electronic document and send to **lorraine.vanhaeften@nt.gov.au** or send to Lorraine Van Haeften TLSD, 1st Floor Harbour View or fax 8999 4200 Also send annotated evidence of learning and suggestions for future teaching and learning. **AND** <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 1. Post your response to question “//When you think of the renewed NT Curriculum Framework the English Writing section of the renewed NTCF what are your concerns//?” under the DISCUSSION tab on the English Pilot Page of this site. <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 2. Post the compare and contrast document of using the current and renewed NTCF English Writing area of learning. **AND** <span style="font-weight: normal; font-size: 11pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Arial;"> 3. Provide oral feedback on MP3 players or written feedback
 * **Expectations – What they are and what is expected ** ||  We ask that you provide feedback in the following ways in response to the stimulus questions below:

<span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // How did you use the NTCF English Writing area of learning? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // How did using the renewed NTCF English Writing section help you plan for gathering evidence or making judgements? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // When using the renewed NTCF English Writing what was a barrier/ challenge/ issue to you in making judgements about student learning? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // What are your suggestions for overcoming this barrier? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // What changes have you made to gathering evidence or making judgements as a result of being involved in this pilot? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // What helped you make these changes? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Are you collaborating with others to using the renewed NTCF English Writing to make judgements? If yes, how are you collaborating with other educators? // <span style="font-weight: normal; font-size: 11pt; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol;"> ·  // Are you planning or actually making major changes to how you gather evidence and make judgements as a result of being involved in piloting? If yes, what do these look like? // || Amanda and Annette This is our draft reading document for you to work on.