English+Feedback

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** 1. Structure and organisation** The structure at each Band Level becomes very 'wordy' and it is difficult to see the 'big picture'. As the band levels get higher, of course there is more to sift through. Very important when it comes to Language Structures and Features to be able to see at a glance what needs to be explicitly taught. Whilst I appreciate the detail included in the Elaborations, a chart/overview/checklist of some kind would be useful for busy teachers. //I agree the structure at band level gets wordy. Having the overview on pages 5 & 6 helps to place the learners and to see the growth across the bands. Key Growth Point one needs some explanation as to it’s use of number points. Having the sequenced outcomes as a snap shot at the start of each elaboration level gives teachers a reminder that there is scope either side and recognises the need to place children across bands sometimes.// ** 2. Use of language** Language seems appropriate and consistent. //I agree and where it becomes jargony there are explanations.// **3. ** **How well documents address the following concerns shared by users:** ·   //**Outcomes and indicators too broad, lacks detail** The outcomes seem similar to current NTCF- very broad with little detail. However, the Elaborations are much more explicit. The relationship of the outcomes to the Key Learnings seems ambiguous. What is the relationship between Outcomes, Key Learnings and the Elaborations?// I prefer the outcomes written in this global style rather than segmented into the 3 strands. The detail is provided later in the elaborations. I agree that the new format and headings can be confusing at that this needs explanation in some format to make it more explicit and clear. **·// Inconsistent connection between outcomes and indicators//** //The step from outcomes to indicators is huge- a couple of sentences expressing an outcome is thrashed out to many pages of 'elaborations'// I agree it is a big step but this was the case in the old version. I thought that the steps between outcomes and indicators was acutally made a little clearer in that the explicit knowledge children need is now stated and how they will demonstrate this understanding. I was jsut concerned about the use of the term 'indicators'. There seem to be so many now that we have the two layers of learners evidence. ** ·   **  //**Steps of achievement are too big** Difficult to comment on as comparing each band level is difficult. Reading the document difficult - changed from band level indicators on one page to up three pages A//t the general overview level the steps seemed approrpriate however when moving up the band levels I found the amount of information difficult to compare. My expertise lies in the EC area and I noticed a big step between KGP 3 and Band 1 but acknowledge that this is a big step in conceptual development for children, hence the greater detail. · // **Use of indicators is confusing, too broad and do not cover the area of learning** Spelling is still ambiguous. How does spelling differ between Band Levels? Will it include sample word lists?? Progression and development is not evident between Bands. Band 2 gives sample of spelling patterns yet Band 3 does not. There are so many indicators now depending on wether you are talking about key learnings, concepts or demonstrations of learning. Again I think an explanation of the layout is needed. //     ·  // **Sequence of outcomes and indicators, gaps in some areas** Sequence of outcomes is clear but the indicators (elaborations) are complex and difficult to compare Outcomes were clear however I felt there needed to be a little bit of tidying up still of indicators between levels. //     ·  // **Lack of specific examples for indicators** Varies at different Band levels- specific examples are given but the sequence of learning is unclear. I thought the indicators were much more specific and appeared more so as you moved through the bands. //    ·   // **Organisation of indicators confusing** Elaborations have useful detail but it is difficult to access and compare. I would like to see a chart showing progress for each aspect eg sentence conventions for KGP 3 to Band 4 For explicit teaching where we like to take children from what to know - one could then see if a student is demonstrating evidence in one area where to go to next. // Perhaps some of these charts as mentioned above could be 'hyperlinks'. Now that there are more indicators and they are sorted in 3 areas this needs further clarification for those making the transition between the documents. ·   //  **Not enough information for teachers to identify essential knowledge, understanding, skills and processes that guides teaching programs** A lot of information given but interpreting it into a Sequence of Learning seems challenging// Far more detail than previously with the Key Learnings and the Elaborations provide the information about understandings and demonstrations of this. Perhaps the sequence of learning could come from Layer 2 resources. · // **Difficult to use the document to make judgments about evidence of learning** A lot to read to make judgements The writing rubric for NAP marking would be a much more useful tool. Quicker to read and easier to work out what needs explicit teaching. Samples of writing always useful when making judgements about evidence of learning I thought the outcome statements and key learnings could make initial judgements easier. //     ·  // **Too subjective and open to interpretation** //   Spelling remains open to interpretation Statements like 'with accuracy' and 'use punctuation effectively' (p24) still lead to interpretation. Is that 100% accuracy or 90% etc??? **This is a tricky area! I can see what you mean. The elaborations provide more than we previously had to go on and the new layout provides a different rigour. Can anything ever be not open to interpretation? 4** ** . Teaching and Assessing Support materials that complement this area of learning.** Add these resources to the English Resources page. The link is lcoated on the left hand side navigation bar       || 
 * **Expectations - What we expect feedback about** || **Please provide feedback on**

Level 2 Piloters: Verification - Feedback Expectations - due 5 August (Wk 3)
**1. The ** **National Statement of Learning for English** needs to be incorporated in the renewed NTCF. Compare the National Statement of Learning for English to this document and highlight the following: · Location of national statements in the NTCF document · “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** ·  scope and sequence of key understandings and skills students need to demonstrate · learning area meta-language teachers need to know and understand ** 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** · 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 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**. Add these resources to the English Resources page. The link is lcoated on the left hand side navigation bar.
 * 3. Check the elaborations sufficiently make explicit the following: **

Level 3 Piloters: Designing for Learning - Feedback Expectations - due 1 September (Wk 7)
Designing for Learning - 8 Learning Management Questions || // ** * **How did you use the NTCF English area of learning? // // ** * **When using the renewed NTCF English what helped you to answer the Learning Management Questions and plan for learning? // // ** * **When using the renewed NTCF English what was a barrier/ challenge/ issue to you to answer the Learning Management Questions and plan for learning? // // * What are your suggestions for overcoming this barrier? // // ** * ** What changes have you made to planning and programming as a result of using the renewed NTCF? //// ** * **What helped you make these changes? //  ** * **  // Are you collaborating with others to use the Learning Management Questions and the renewed NTCF English? If yes, how are you collaborating with other educators to participate in this pilot? // // ** * **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? // ||
 * **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.  [[file:Learning Design Questions.doc]]
 * **Expectations - What we expect feedback about** || //  * How did you use the 8 Learning Management Questions to design for learning? //

Level 4 Piloters: Gathering Evidence and Making Judgements of Student Learning - due 30 September (end of Wk 10).
** 1. ** **Gathering Evidence of Learning:** Within a current learning sequence or unit of work identify 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. **2. ** **Making Judgments** – Use current methods (rubrics, marking guides, teacher professional knowledge) to sort the students evidence of learning into groups that show similar demonstrations of learning ** 3. ** **Making Judgments** - Choose 1 sample from each of these groups that best represents the learning of this group AND samples that were difficult to group. **4.** **Making Judgments** - 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.   ** 5.  Making Judgments ** - Repeat Step 4 using the renewed NTCF English area of learning.   **6.**  **Feedback and Reporting -** Provide feedback to the learners about their progress against the expected outcomes.   ** 7. **    **Teaching and Learning** - Identify next teaching and learning opportunities for these samples, record this and attach to the samples.   ** 8.  ** **Compare and contrast the outcome and process** of using the two different NTCF English areas of learning.  || //   ·     // How did using the renewed NTCF English section help you plan for gathering evidence or making judgments? //   ·     // When using the renewed NTCF English what was a barrier/ challenge/ issue to you in making judgments about student learning? //  ·    // What are your suggestions for overcoming this barrier? //  ·     // What changes have you made to gathering evidence or making judgments as a result of being involved in this pilot? //  ·     // What helped you make these changes? //  ·     // Are you collaborating with others to using the renewed NTCF English to make judgments? If yes, how are you collaborating with other educators? //  ·     // Are you planning or actually making major changes to how you gather evidence and make judgments as a result of being involved in piloting? If yes, what do these look like? ||
 * **Expectations of Level 4 Piloters** ||  You will compare the use the current and renewed NTCF English area of learning to make judgments about student learning and indicate next steps in teaching and learning.
 * **Expectations - What we expect feedback about** || ** * **How did you use the NTCF English area of learning