Discuss About The Economics Citizenship Australian Curriculum.
The first stage is mainly about teaching the students the ways of developing the emotional, the social and all the other essential aspects that will help them in becoming good person. They also have to develop a very good competence in English, so that they are able to learn about their culture and can develop a sound understanding about it. They have to be taught the skills of reading, writing, listening and speaking in the first instance so that they can develop the proper method of interacting with one another properly. Interaction is one of the most important aspects of the developing the personality of a person. It is for this reason that the students have to be taught about these skills right in the first instance (Gilbert & Hoepper, 2016). Apart from this, the method of teaching all these basic skills to the students is also of utmost importance because it also helps in forming a proper environment within the classroom.
The next important stage is the stage of teaching the act of writing and the act of comprehension. This is important because as they grow up they have to learn many essential topics about the Biblical studies. This will also require them to marketing an extensive reading of the religious texts. The students will also have to be taught about this fact that God has created his connection with man through the written documents or the scriptures. It is because of this reason that the students have to be taught this (E. Dyment, Hill & Emery, 2015).
Communication is one of the most important aspects of this lesson plan. Students learn to communicate and interact with each other. They have to be taught how the language varies in their school and in their home. This is because of the difference or the shift in the social context. They will be also shown the visual images so that they realize the kinds of meaning that are taught or conveyed by the images. Like the book Wayhome or Charlotte’s Web can be used to show the colorful images and ask the students to write a short paragraph on it to see the cognitive behavior or the reflective power of the students (Goos, MVale & Stillman, 2017).
There must be the talking concept that has to be taught to all the students so that they can be able to speak properly with one another. There can be many developmental activities like the debates, discussion speeches and other such aspects that will help them to develop a proper, fluent and uninterrupted sequence of speaking (Marlina & Giri, 2014). They will thus be able to understand the importance of the words that have been spoken by God to all his disciples. They will have to become competent in the act of speaking English so that they can easily speak and can become fluent speaker. It is through this teaching that it has to be taught to the students that the language is a gift that has been given by God. It is like a gift that has to be trusted, nurtured and treasured faithfully (McKay, 2016).
There will be the construction of a lesson plan that will help in making the it easier for the teachers to teach their students regarding the Biblical concepts by using the methods of the Australian curriculum content
This is one of the most important aspects that have to be taught to the students while teaching them the reading and the writing skills (Luke, 2017). This is because there are different dialects and different kinds of language that the students will be coming across while they are growing up and mingling with so many different persons at the same time. This is also very important as the alliterations, the syllables and the patterns are to be taught to the students. As they start learning in the Biblical texts they will be witnessing many lone words and words that have now become archaic and were mainly used in the ancient Biblical taxation-law. So it is the duty of the teachers to make the students involved in many interesting activities and make them understand the words and those languages. So, there can be engaging activities like group speech activities where the students will be asked to develop a speech and then speak about it for some time. This will help them in developing the language and will also make them speak fluently and also comprehend the language properly (Boles, Goncher & Jayalath, 2015).
This is also one of the most important thinking that must be taught to the students while teaching them the act of writing. This is because knowing how to write with the correct spelling is also very important. This will help them to develop proper writing style in the best way possible.
The sounds have to be taught properly so that the students can be made aware of the different kinds of sounds that the people belonging from different languages can speak ( Pennington, 2014).
In this respect the teachers must also make sure of some very important quotes from the texts that can be taught to the students in the class for teaching the biblical studies properly. One among them is the text called the Charlotte’s Web
These themes show that they are linked to the Christian studies and can be used to teach the students to learn about the teachings of Christ. In this text the sounds and the phonology are also of great importance, as there has been the usage of the words like the humble, some pig, radiant and other such words, these kinds of Biblical quotes are evident of the fact that these texts are used for the inculcating among the students the values of the Christian world (Alford, 2016).
The cognitive behavior psychology can be very helpful in this aspect. Ss the Biblical texts will be taught in the classroom the teachers can make their students perform an act or a play where they will be asked to perform some of the parts of their prescribed texts like the velvet rabbit or the Charlotte’s web and other such texts (Maag, 2016). The teachers must ask students to nit mug up the dialogues of the book but create a play on their own and present it as per their understanding. This will help students to reflect their inner thought. They will be able to reflect and describe their emotions properly (Luke, 2017).
Description of pre and post assessment strategies including a post assessment task and marking rubric as appendices. Explanation of assessment record keeping and reporting to key stakeholders including parents, care givers, students and relevant support agents. (Consider what was learnt in the earlier assignment of assessment …)
Pre assessment strategy will be to take an overall overview of all that was done in the previous assignments. The teachers can maintain kind of an excel sheet or a dairy or even a kind of a lesson plan to see if all the class activities are being carried on properly or not. The teachers also must include the stakeholders like the caregivers and the parents of those students as well. They have to talk to them regarding the performance of those students taking place in the classes.
Core, structured and extension activities for each of the six lessons. Extension activities must include critical thinking strategies using Bloom’s Taxonomy. Include the learning experiences for the lessons and demonstrate ways in which scaffolding has been used based on initial assessments to enrich or remediate.
Use of Freebody and Luke’s Model of Reading Comprehension model in at least one lesson to demonstrate how the skills of each role can be developed throughout the subject of work.
A selection of three to six resources and activity samples as appendices.
Writing on several topics.
Classroom Management is the term that is used by the different teachers as this helps them in utilizing the process of ensuring that the classroom lessons that will assist them in running smoothly without any such kind of disruptive behavior from the students comprising the entire delivery of the instruction. The entire term of the classroom management refers to the different procedures, strategies along with instructional techniques as this helps in managing the behavior of the students who are studying in the classroom along with different other learning activities. Classroom management helps in undertaking changes in the systems of the education and thereby maintains the effectiveness of the same while adhering to the needs of the pupils. The management of the classroom is dependent on the identification of the issues that are faced by the students due to the multi- cultural backgrounds and thereby helps in formulating strategies to mitigate the issues.
Furthermore, the classroom management along with student management are the different skills that the teachers are required to be acquired and this will hone over time as well. There are different skills such as the effective communication classroom management are central in nature to the teaching process and this requires common sense along with common sense that offers undervalued teachers behavior along with sense of fairness and courage as well.
The classroom management helps in creating set of different expectations that is used in organized classroom environment. This kind of classroom management includes different kind of rules, regulations along with expectations that will help in paving the way for the different teachers to engage the different students in learning. The classroom management includes dealing with different kind of misbehaving students as to understand wherein such behavior is coming from and help myself in managing the negative feelings and this is the main duty of the teachers in using the different strategies to deal with such situations effectively and set a goal accordingly as well.
Furthermore, the classroom management is the term that is the teachers used to describe the entire process of ensuring that the classroom lessons that will run smoothly without any kind of disruptive behavior as well. Lastly, classroom management is crucial in nature in classrooms as this supports the accurate execution of the development of the curriculum along with development of the different bets practices of the teaching and putting them into proper action. The classroom management can be explained as the actions along with directions as well to the students effectively.
According to the Freebody and Luke’s Model of Reading Comprehension, The “Four Resource Model”, has been very significant and influential in the designing of the literacy education globally along with the parts of the approach that is been incorporated within the English Language Curriculums across the Australian region, the United States and in some parts of Europe as well. It was at first developed in L1 Australian context and in context to the understanding that language is more a resource than simply just a set of certain rules. The main objective of this model is to recognise and incorporate most of the current and well-developed techniques for the training the students in order to become literate in true terms. Accordingly, these Four Resources Model is a comparatively simple way of envisioning the terrain of the possible language practices in the development process of the literacy. This model can also be regarded as a road map of all the possible textual practices (Freebody & Luke, 1990). The researchers Luke and Freebody has identified a total of four language learner roles and that are of
All these elements in the model place an emphasis on the process of development of the four major roles of the learner. In order to assess and assume the role of the learners, they need to focus on the corresponding literacy practices. Firstly, the practice of decoding places the emphasis on the vocabulary, grammar and sounds. Secondly, the practice of meaning making places emphasis on the genre, register and cohesion (Freebody & Luke, 1999). Thirdly, the practice of action places emphasis on the communicative purpose and the genre. Lastly, comes the oractice of analysis where the learners develop an in-depth understanding about the application of the text, their relationship (that of the texts and the other texts) and develop the skills of evaluating the effectiveness of the texts. Each of the mentioned practices could be broken down into the strategies of literacy and the clusters of the teachable skills that has enabled the student in engaging as learners from the point of view of each of the above mentioned four reader roles i.e., the code breaker, the text user, the text participants and the text.
|
Pedagogical resources |
Learner Roles |
Literacy Practices |
|
Text as object |
Code breaker |
Practices of decoding |
|
Text as knowledge |
Text participants |
Practices of meaning making |
|
Text as communicative activity and interaction |
Text User |
Practices of action |
|
Text in the context of other texts |
Text Analyst |
Practices of analysis |
Table 2
The assessment of the stakeholders of the business is dependent on the identification of the needs of the same to bring in changes in the functioning of the activities that are planned by the curriculum developers. The parents, students, the school authorities are among the chief stakeholders who helps in bringing forth changes in the systems of the education that is planned by the units. The involvement of the parents in the recordkeeping systems of the school authorities helps in the identification of the needs of the students.
The psychological and the other parental needs of the students help in maintaining the different levels of changes in the educational systems that are designed for the students. On the other hand, the identification of the needs of the students helps in facilitating the changes in the systems of the institutions. The different changes in the systems of the educational curriculum help in identifying the different levels of changes in the educational policies. On the other hand, the recordkeeping activities of the institutions are facilitated through the interactions of the institutional authorities with the primary care givers of the students. It helps in assessing the capabilities and the competencies of the students and thereby brings in change in the design of the curriculum. The identification of the psychological needs of the students helps in maintaining the different levels of changes in the systems and the functioning of the educational systems.
References
Alford, J. (2016). Assembling critical literacy with high school English language learners: Exploring power in the territory beyond reason.
Boles, W. W., Goncher, A., & Jayalath, D. (2015). Categorising conceptual assessments under the framework of bloom’s taxation-law.
Context. Prospect 5 (3): 85- 94
Cox, C. (2014). Teaching language arts: A student-centered classroom. Pearson Education Limited.
Dyment, J., Hill, A., & Emery, S. (2015). Sustainability as a cross-curricular priority in the Australian curriculum: A Tasmanian investigation. Environmental Education Research, 21(8), 1105-1126.
Freebody, P and Luke, A (1990). ‘Literacies ‘Programs: Debates and Demands in Cultural
Freebody, P and Luke, A. (1999). Further Notes on the Four Resources Model Reading Online, International Reading Association, www.readingonline.org
Gilbert, R., & Hoepper, B. (2016). Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum with Student Resource Access 12 Months. Cengage AU.
Goos, M., Vale, C., & Stillman, G. (2017). Teaching secondary school mathematics: Research and practice for the 21st century. Allen &? Unwin.
Kalantzis, M., & Cope, B. (2014). The powers of literacy (RLE Edu I): A genre approach to teaching writing. Routledge.
Luke, A. (2017). Critical literacy, school improvement, and the four resources model. In Global Conversations in Literacy Research (pp. 1-13). Routledge.
Luke, A. (2018). Critical literacy in Australia: A matter of context and standpoint. In Critical Literacy, Schooling, and Social Justice (pp. 168-188). economics.
Maag, J. W. (2016). Behavior management: From theoretical implications to practical applications. Cengage Learning.
Marlina, R., & Giri, R. A. (Eds.). (2014). The pedagogy of English as an international language: Perspectives from scholars, teachers, and students (Vol. 1). Springer.
McKay, S. L. (2016). Teaching grammar: English as an international language. In Teaching English grammar to speakers of other languages (pp. 33-51). Routledge.
Pennington, M. C. (2014). Phonology in English language teaching: An international approach. Routledge.
Thompson, A. R., & O’Loughlin, V. D. (2015). The Blooming Anatomy Tool (BAT): A discipline?specific rubric for utilizing Bloom’s taxonomy in the design and evaluation of assessments in the anatomical sciences. Anatomical sciences education, 8(6), 493-501.
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