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My Identity and Pedagogy: Who am I as an English Teacher?
My strength as an educator is to encourage students to engage in critical thinking, while giving 'voice' to their creativity.
I have worked as a designer, art director and props person in the film and television industry for 15 years prior to teaching. The craft of filmmaking lead me to appreciate the power of narrative, characterisation and visual storytelling. This experience has provided a socio-constructivist framework (Vygotsky 1978, Paiget 1954) for my teaching practice that has been grounded in an arts-based and embodied pedagogy to develop students’ critical literacy (Locke 2015, p. 124) and visual literacy skills (Luke and Freebody 1990). I have embraced a variety of technologies as a tool for learning within the classroom, as students need to be ICT Literate to participate in the world as “active and informed citizens” (Melbourne Declaration 2008).
In regard to the English curriculum (VCAA), I identify with the cultural studies model (Peel et al. Gannon 2010, p. 31-43) and the growth model (Thomson et al. Gannon 2010, p. 25) as I believe that learning is about personal growth (Locke 2015, p. 121), development and engaging with real-world experiences to gain personal/critical response to a text. A text is a cultural artefact, to be read, viewed and written; to be consumed, experienced and produced; as such students need to develop skills to interpret how to construct texts and to analyse texts to empower and give agency for their future. As an English teacher I have utilised my design and media studies skills to deliver lessons that are creative and analytical so as to provide a ‘tool’ for students to employ - and approach from a post-structuralist view - by deconstructing a text (Mission 2010, p. 71) as well as decoding texts using the ‘Four resource models’ of writing, (VIC GOVT 2018).
I have catered for diverse needs, interests’ and abilities of my students.
I am passionate about caring for my students and building a ‘community’ (Locke 2015, p.140) of collaborative learners.
In regard to the English curriculum (VCAA), I identify with the cultural studies model (Peel et al. Gannon 2010, p. 31-43) and the growth model (Thomson et al. Gannon 2010, p. 25) as I believe that learning is about personal growth (Locke 2015, p. 121), development and engaging with real-world experiences to gain personal/critical response to a text. A text is a cultural artefact, to be read, viewed and written; to be consumed, experienced and produced; as such students need to develop skills to interpret how to construct texts and to analyse texts to empower and give agency for their future. As an English teacher I have utilised my design and media studies skills to deliver lessons that are creative and analytical so as to provide a ‘tool’ for students to employ - and approach from a post-structuralist view - by deconstructing a text (Mission 2010, p. 71) as well as decoding texts using the ‘Four resource models’ of writing, (VIC GOVT 2018).
I have catered for diverse needs, interests’ and abilities of my students.
I am passionate about caring for my students and building a ‘community’ (Locke 2015, p.140) of collaborative learners.
My Writing Classroom – “Student as Writer, Designer, Thought-maker”
In my classroom, writing is part of a continued process of creative exploration, self-realisation, critical analysis and skills development (in language use, grammar, syntax and semiotics). I take a ‘balance’ approach between curriculum, content and student ability, as critical thinking and expression is important to develop real-world interactions. Akin with Hass (1996) and Locke (2015), I believe that writing is a cognitive and a social process of expression and meaning-making (Locke 2015, p. 29). There is a social practice to writing grounded in cultural and historical context: “act of mind; cultural, and historically based practice” (Hass 1996, p. 26). As an educator I am cognisant of my students’ socio-cultural backgrounds, I try to shape learning activities that are inclusive to their life experiences. Some of my students have had personal tragedies and have immigrated as refugees thereby, I have employed journaling and on-going activity (Thomson 2010, p. 252) as writing enables expression, learning “how to order and shape their experiences… learning more about life and themselves” (Locke 2015, p. 29). There is a sense of identity shaping and through development of critical literacy (Morgan 2010, p. 85); students become designers of their own thoughts, designers of their own experience.
In my classroom, writing is part of a continued process of creative exploration, self-realisation, critical analysis and skills development (in language use, grammar, syntax and semiotics). I take a ‘balance’ approach between curriculum, content and student ability, as critical thinking and expression is important to develop real-world interactions. Akin with Hass (1996) and Locke (2015), I believe that writing is a cognitive and a social process of expression and meaning-making (Locke 2015, p. 29). There is a social practice to writing grounded in cultural and historical context: “act of mind; cultural, and historically based practice” (Hass 1996, p. 26). As an educator I am cognisant of my students’ socio-cultural backgrounds, I try to shape learning activities that are inclusive to their life experiences. Some of my students have had personal tragedies and have immigrated as refugees thereby, I have employed journaling and on-going activity (Thomson 2010, p. 252) as writing enables expression, learning “how to order and shape their experiences… learning more about life and themselves” (Locke 2015, p. 29). There is a sense of identity shaping and through development of critical literacy (Morgan 2010, p. 85); students become designers of their own thoughts, designers of their own experience.
Student as writer, text-designer, thought-maker.
Diagram: Ms Smit Writing Class
(Appropriated from Locke 2015, p. 29)
(Appropriated from Locke 2015, p. 29)
Writing should be creative, personal yet collaborative and fun!
Philosophy and Writing
A written text is a visual text (Locke 2015, p. 98), in which, writing is design, is imagination, is thought and is self. The writer construct worlds to persuade the reader and construct meaning. It is an act of embodied process of mind (ideas/knowledge/experiences), body movement (pen to page, finger to keyboard). I feel that there is an art-form to writing and a uniqueness to the style and voice of each piece. Writing and shaping worlds is like designing a filmset or interpreting a piece of art. You make your audience believe, feel and understand, where the reader can see the world and imagine it.
I encourage a student ethos that also encompasses “writing as inquiry” (Locke 2015) where students engage with questioning how they are to write their piece. How their piece will appear on the page as visual text? What do they want to say? This inquiry mindset can involve research, critical analysis or creative analysis. This process grounds a reality to their writing and practical tasks, such as bringing in a prop inspired from a text, to enhance their writing so they can have a tactile response to what is being written. Or they can collect some visual references in order to design their environments for a creative writing piece; so that it becomes vivid and real to them. Thereby enabling a tangibility in their writing, grounded in a reality with description that deploys their five senses of sight, sound, touch, taste, smell. This approach enables ‘writing as a process’ (Locke 2015 p. 124) and enhance the engagement student has to multimodal texts and multiliteracies; part of 21st Century learning.
A written text is a visual text (Locke 2015, p. 98), in which, writing is design, is imagination, is thought and is self. The writer construct worlds to persuade the reader and construct meaning. It is an act of embodied process of mind (ideas/knowledge/experiences), body movement (pen to page, finger to keyboard). I feel that there is an art-form to writing and a uniqueness to the style and voice of each piece. Writing and shaping worlds is like designing a filmset or interpreting a piece of art. You make your audience believe, feel and understand, where the reader can see the world and imagine it.
I encourage a student ethos that also encompasses “writing as inquiry” (Locke 2015) where students engage with questioning how they are to write their piece. How their piece will appear on the page as visual text? What do they want to say? This inquiry mindset can involve research, critical analysis or creative analysis. This process grounds a reality to their writing and practical tasks, such as bringing in a prop inspired from a text, to enhance their writing so they can have a tactile response to what is being written. Or they can collect some visual references in order to design their environments for a creative writing piece; so that it becomes vivid and real to them. Thereby enabling a tangibility in their writing, grounded in a reality with description that deploys their five senses of sight, sound, touch, taste, smell. This approach enables ‘writing as a process’ (Locke 2015 p. 124) and enhance the engagement student has to multimodal texts and multiliteracies; part of 21st Century learning.
Writing is an exploration. You start from nothing and learn as you go.
E. L. Doctorow
My Writing Class Space: “design for learning” layout
My class is a space that is filled with colourful posters, vibrant and vivid furniture and artworks on the wall and where music is played. A bookcase with books for reading and resources for writing (samples of writing forms such as newspapers and magazines are real-tactile items for Kinaesthetic learning). The tables are collaborative spaces in groups, arranged in hexagon shapes to encourage collaborative learning. I have been lucky to have three sections of the room with lounge chairs for reading and writing, as a reflection space. The students love this! I have a “student centre” wall that has posters of my students work, key dates for written assessment and notes on forum sites and interesting posts form padlet.com.
My class is a space that is filled with colourful posters, vibrant and vivid furniture and artworks on the wall and where music is played. A bookcase with books for reading and resources for writing (samples of writing forms such as newspapers and magazines are real-tactile items for Kinaesthetic learning). The tables are collaborative spaces in groups, arranged in hexagon shapes to encourage collaborative learning. I have been lucky to have three sections of the room with lounge chairs for reading and writing, as a reflection space. The students love this! I have a “student centre” wall that has posters of my students work, key dates for written assessment and notes on forum sites and interesting posts form padlet.com.
Classroom Design |
Comfortable chairs |
Resource bookshelf: books, magazines, newspapers |
Planning and Teaching Writing
In years 7-10 and also with my VCE class, I approach writing in the same manner. For VCE students, I specialise and focus writing for SAT/SAC to gain critical analysis skills and strongly support and develop students individual writing style. I ensure I lessen the impact and stress of exams through playing relaxing music that supports engaging with text in a creative manner. As outlined by Gill (2005) senior classroom is about conversation rather than transmission of knowledge from a teacher always talking. I plan for NAPLAN in years 7 and 9 with practice test few months leading up to the test, however, I embed learning through the practical activities scaffolding throughout the year.
When planning for writing, I use Locke’s writing pedagogy and writing practice strategies (Locke 2015, p. 119) as a framework:
Explicit teaching methods are used to highlight aspects of cultural studies model of English; comparison of texts through critical lens, mini-workshops of language styles as well as group activities (with pre-writing strategies such as concept mapping) and content confirmation is part of teaching approach. This teaching approach is applied across texts-types (Locke 2015, p. 102) to engage in critical language awareness (Locke 2015, p. 124) so the student can make and negotiate choices in their writing. Wide reading in class is practiced to further improve student writing abilities.
Assessment and feedback are a formative process in my class, and I ensure notes are personalised that actively encourage their strengths and I will demonstrate how to improve their writing through practical suggestions. Often, I conduct a post-assessment class after a major summative assessment is submitted; providing time for student/teacher feedback and peer/self- evaluation. This is why a journal is part of my pedagogical plan; self-reflection process is important. Overall, I use Bloom’s Taxonomy (2001) to gauge my students understanding, knowledge and ability. And the Four model of writing(text analyst); student to understand texts are composed with viewpoints, values and carry bias (VIC Govt 2018).
In years 7-10 and also with my VCE class, I approach writing in the same manner. For VCE students, I specialise and focus writing for SAT/SAC to gain critical analysis skills and strongly support and develop students individual writing style. I ensure I lessen the impact and stress of exams through playing relaxing music that supports engaging with text in a creative manner. As outlined by Gill (2005) senior classroom is about conversation rather than transmission of knowledge from a teacher always talking. I plan for NAPLAN in years 7 and 9 with practice test few months leading up to the test, however, I embed learning through the practical activities scaffolding throughout the year.
When planning for writing, I use Locke’s writing pedagogy and writing practice strategies (Locke 2015, p. 119) as a framework:
- Writer– the student (needs, interests, writing ability, background, prior knowledge).
- Reader and (audience) – intended audience of text, students as reader, wide reading time in class.
- Text – genre, style, intention, purpose, curriculum VCAA links to text creation.
- Meaning-making mind– student as writer posses inquiry mindset, comprehension skills, understanding literary form and function to make meaning.
- Meaning– student to evaluate, analyse or create intention/meaning of their text.
- Language and other sign systems – evidence within the text, or student embeds language devices within the text they have written. Studying aspects of semiotics, Four models of writing (VIC Govt 2018).
- Technology mediation – students engage with ICT as platform to write texts and deliver work for assessment, understand and apply digital and visual literacy skills.
- Social context – students background, school environment and social-ecology of the environment they are writing within. I help shape a writing community.
Explicit teaching methods are used to highlight aspects of cultural studies model of English; comparison of texts through critical lens, mini-workshops of language styles as well as group activities (with pre-writing strategies such as concept mapping) and content confirmation is part of teaching approach. This teaching approach is applied across texts-types (Locke 2015, p. 102) to engage in critical language awareness (Locke 2015, p. 124) so the student can make and negotiate choices in their writing. Wide reading in class is practiced to further improve student writing abilities.
Assessment and feedback are a formative process in my class, and I ensure notes are personalised that actively encourage their strengths and I will demonstrate how to improve their writing through practical suggestions. Often, I conduct a post-assessment class after a major summative assessment is submitted; providing time for student/teacher feedback and peer/self- evaluation. This is why a journal is part of my pedagogical plan; self-reflection process is important. Overall, I use Bloom’s Taxonomy (2001) to gauge my students understanding, knowledge and ability. And the Four model of writing(text analyst); student to understand texts are composed with viewpoints, values and carry bias (VIC Govt 2018).
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I place student writing, ideas and
writing technique posters on the wall |
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My Sample Lesson/Learning Sequence
This sequence and lesson will sit in the English calendar in Term 2. Aimed at encouraging creative and empowered thinking, while engaging in multimodal platform for informative persuasive writing. This lesson incorporates visual/critical literacy principles and a technological and embodied pedagogical approach (for 21st century learners/writers). There is collaborative creative, critical and inquiry-based learning through writing.
Writing class - the learners and the context
The class is a co-education Year 10 cohort, with a third from non-English speaking backgrounds. The students are proficient in English language modes speaking, listening and writing. The school values creative and critical thinking as it is a creative arts school, similar to the Victorian College for the arts secondary school (VCCAA). The learning intention is to scaffold ready for VCE critical response (similar to English Language VCE 2018). There are 20 students in the class, the students either take drama, media or visual design cross-curricular subjects.
The task/activity
To write online news report/article for the class website. Each student has to produce an article to publish on the site (300-500 words). There is a class elected editor and the layout/design of the site is a group collaborative ‘design project’; utilising Locke (2015, p. 130) writing strategyword processing/collaborative writingand setting product/goal(Locke 2015, p.131. Gold (2010, p. 315) identifies “newspaper reporter has sense of authenticity”; journalists are shaping ideas, events thoughts through emotive language, narrative and meaning.
The activity: contrast news print article and online news article to produce an article for online platform such as THE BBC. Question: How is language used to structure a news story?
Ideally, the task will be based around a strand similar to VCAA curriculum:
This sequence and lesson will sit in the English calendar in Term 2. Aimed at encouraging creative and empowered thinking, while engaging in multimodal platform for informative persuasive writing. This lesson incorporates visual/critical literacy principles and a technological and embodied pedagogical approach (for 21st century learners/writers). There is collaborative creative, critical and inquiry-based learning through writing.
Writing class - the learners and the context
The class is a co-education Year 10 cohort, with a third from non-English speaking backgrounds. The students are proficient in English language modes speaking, listening and writing. The school values creative and critical thinking as it is a creative arts school, similar to the Victorian College for the arts secondary school (VCCAA). The learning intention is to scaffold ready for VCE critical response (similar to English Language VCE 2018). There are 20 students in the class, the students either take drama, media or visual design cross-curricular subjects.
The task/activity
To write online news report/article for the class website. Each student has to produce an article to publish on the site (300-500 words). There is a class elected editor and the layout/design of the site is a group collaborative ‘design project’; utilising Locke (2015, p. 130) writing strategyword processing/collaborative writingand setting product/goal(Locke 2015, p.131. Gold (2010, p. 315) identifies “newspaper reporter has sense of authenticity”; journalists are shaping ideas, events thoughts through emotive language, narrative and meaning.
The activity: contrast news print article and online news article to produce an article for online platform such as THE BBC. Question: How is language used to structure a news story?
Ideally, the task will be based around a strand similar to VCAA curriculum:
Achievement strand:“Students engage with a variety of texts for enjoyment. They interpret, create, evaluate, discuss and perform a wide range of literary texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts, multimodal texts, Students develop critical understanding of the contemporary media, and the differences between media texts”. (VCAAb)
English / Level 10 / Language / Text structure and organisation
Content description: Code VCELA458
Compare the purposes, text structures and language features of traditional and contemporary texts in different media
Elaborations
Content description: Code VCELA458
Compare the purposes, text structures and language features of traditional and contemporary texts in different media
Elaborations
- reproducing and adapting existing print texts for an online environment and explaining the reasons for the adaptations (for example accounting for the navigation and use of hyperlinks as structuring principles in hypertext narratives)
- investigating the structure and language of similar text types like information reports and narratives and how these are influenced by different technological affordances (for example hyperlinks as structuring principles in hypertext narratives versus linear text sequencing principles in print narratives).
Lesson Plan
Resources
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Professional support/association/connection
As a professional educator, I engage with colleagues in my school and within the disciplines of English and Media. Teaching and learning is an evolutive process and therefore cross-curricular approach; apply to real world texts: films, plays, artwork, literary texts – classic, poetry, creative writing. I am a member of Victorian Association for Teachers of English (VATE), Australian Teachers of Media (ATOM), Australian Centre of Moving Image (ACMI), Australian Academy of Cinema, Television Arts (AACTA), and attend regard profession learning conferences held by VATE as required for Graduate Teacher Standards (AISTL) to gain curriculum content knowledge and grasp text details and current issues associated. To ensure I am part of the ongoing dialogue or debates, I engage in relevant social media including twitter feeds on issues in English #subjectenglishissues #@innekesmit.
FOR MY STUDENTS - FINAL WORDS
As an English teacher, I am fully engaged in a real-world relationship to curriculum and content. Of importance to me is my students' ability to critically think and express their ideas, interpret their experience and produce real-world authentic writing. By embracing embodied and a critical pedagogical approach to my professional practice, enables me to showcase and facilitate a process for student learning that can be fun and exploratory. By adopting ‘Writing as design’ (Locke p. 29) in my teaching, it allows me to showcase to my students that writing is also is a visual and multimodal medium within this 21st century.
As a professional educator, I engage with colleagues in my school and within the disciplines of English and Media. Teaching and learning is an evolutive process and therefore cross-curricular approach; apply to real world texts: films, plays, artwork, literary texts – classic, poetry, creative writing. I am a member of Victorian Association for Teachers of English (VATE), Australian Teachers of Media (ATOM), Australian Centre of Moving Image (ACMI), Australian Academy of Cinema, Television Arts (AACTA), and attend regard profession learning conferences held by VATE as required for Graduate Teacher Standards (AISTL) to gain curriculum content knowledge and grasp text details and current issues associated. To ensure I am part of the ongoing dialogue or debates, I engage in relevant social media including twitter feeds on issues in English #subjectenglishissues #@innekesmit.
FOR MY STUDENTS - FINAL WORDS
As an English teacher, I am fully engaged in a real-world relationship to curriculum and content. Of importance to me is my students' ability to critically think and express their ideas, interpret their experience and produce real-world authentic writing. By embracing embodied and a critical pedagogical approach to my professional practice, enables me to showcase and facilitate a process for student learning that can be fun and exploratory. By adopting ‘Writing as design’ (Locke p. 29) in my teaching, it allows me to showcase to my students that writing is also is a visual and multimodal medium within this 21st century.
Ms Smit Class FORUM
FOR VCE STUDENTS - WRITING FORUM
Resources for learning
- ATOM http://atomvic.org https://theeducationshop.com.au
- VATE: https://www.vate.org.au
- LITERATURE SUPPORT https://www.englishworks.com.au/essays-writing-context/
- INSIGHT PUBLICATIONS: https://www.insightpublications.com.au
- VIC GOVT: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspx
- Australian Centre of Moving Image (ACMI): https://www.acmi.net.auwww.acmi.net.au
- LESSON BUCKET/ENGLISH: https://lessonbucket.com
Article References:
Anderson, L. W, & Krathwohl, D. R 2001, A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition,Longman, New York.
Freebody,P, & Luke, A1990, ‘Literacies Programs: ‘Debates and Demands in Cultural Context’, An Australian Journal of TESOL, vol.5, no. 3, pp. 7-16.
Gold E, 2010, “Life as a narrative: Representing the Real” in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 315-320
Gill, P. 2005, “Talking to write: On line conversations in the Literature classroom”, in B. Doecke & G. Parr (Eds.), Writing Learning, Kent Town, SA: Australian Association for the Teaching of English, pp. 149-165.
Hass 1996, in Locke, T 2015, Developing Writing Techers: practical ways for teacher-writers to transform their classroom practice,Routledge, Taylor and Francis Group NY
Locke, T 2015, Developing Writing Techers: Practical ways for teacher-writers to transform their classroom practice,Routledge, Taylor and Francis Group NY
Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration of Educational Goals for Young Australians, Department of Education, Melbourne.
Misson R, 2010 “Poststructuralism”, in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 69-75
Morgan, W 2010, in Gannon, “Critical Literacy”, in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp 85-97
Paiget, J 1954,The Construction of Reality in the Child, Basic Books, New York.
Sawyer, W 2010, “The Growth Model of English” in Gannon, S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 19-30.
Thomson, J 2010, “Journal Writing”, in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 251-265
Vygotsky, L 1978, ‘Interaction Between Learning and Development’ in Gauvain & Coles (ed.), Readings on the Development of Children, Scientific American Books, New York, pp. 34-41.
Webpages:
AISTL 2017, Australian Institute for Teaching and School Leadership Limited, Australian Professional Standards for Teachers, website, retrieved 19thMay 2019, <https://www.aitsl.edu.au/teach/standards>
Victorian Curriculum and Assessment Authority, (VCAA) 2019, Victorian Curriculum Foundation to 10, English and Learning Areas, retrieved 30March, 2019, <https://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities>
Victorian Curriculum and Assessment Authority, (VCAA) 2019, Victorian Curriculum Foundation to 10, Level 10 page, retrieved 5thAugust 2019,<https://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=10>
BBC 2018, School Report, Teachers for English, webpage resource, retrieved 6thAugust 2019, <http://news.bbc.co.uk/2/hi/school_report/resources_for_teachers/9600548.stm>
Anderson, L. W, & Krathwohl, D. R 2001, A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition,Longman, New York.
Freebody,P, & Luke, A1990, ‘Literacies Programs: ‘Debates and Demands in Cultural Context’, An Australian Journal of TESOL, vol.5, no. 3, pp. 7-16.
Gold E, 2010, “Life as a narrative: Representing the Real” in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 315-320
Gill, P. 2005, “Talking to write: On line conversations in the Literature classroom”, in B. Doecke & G. Parr (Eds.), Writing Learning, Kent Town, SA: Australian Association for the Teaching of English, pp. 149-165.
Hass 1996, in Locke, T 2015, Developing Writing Techers: practical ways for teacher-writers to transform their classroom practice,Routledge, Taylor and Francis Group NY
Locke, T 2015, Developing Writing Techers: Practical ways for teacher-writers to transform their classroom practice,Routledge, Taylor and Francis Group NY
Ministerial Council on Education, Employment, Training and Youth Affairs 2008, Melbourne Declaration of Educational Goals for Young Australians, Department of Education, Melbourne.
Misson R, 2010 “Poststructuralism”, in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 69-75
Morgan, W 2010, in Gannon, “Critical Literacy”, in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp 85-97
Paiget, J 1954,The Construction of Reality in the Child, Basic Books, New York.
Sawyer, W 2010, “The Growth Model of English” in Gannon, S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 19-30.
Thomson, J 2010, “Journal Writing”, in S, Howie, M, Sawyer, W (ed.), Charged with Meaning: Re-viewing English3rdEdition, Phoenix Education, pp. 251-265
Vygotsky, L 1978, ‘Interaction Between Learning and Development’ in Gauvain & Coles (ed.), Readings on the Development of Children, Scientific American Books, New York, pp. 34-41.
Webpages:
AISTL 2017, Australian Institute for Teaching and School Leadership Limited, Australian Professional Standards for Teachers, website, retrieved 19thMay 2019, <https://www.aitsl.edu.au/teach/standards>
Victorian Curriculum and Assessment Authority, (VCAA) 2019, Victorian Curriculum Foundation to 10, English and Learning Areas, retrieved 30March, 2019, <https://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities>
Victorian Curriculum and Assessment Authority, (VCAA) 2019, Victorian Curriculum Foundation to 10, Level 10 page, retrieved 5thAugust 2019,<https://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=10>
BBC 2018, School Report, Teachers for English, webpage resource, retrieved 6thAugust 2019, <http://news.bbc.co.uk/2/hi/school_report/resources_for_teachers/9600548.stm>
Image references:
https://g-poster.info/steps-in-the-writing-process-poster/steps-in-the-writing-process-poster-6d7ca487a55bb46eaaa6244102d3e538-writing-lab-writing-lessons/
https://www.pinterest.com.au/pin/114982596715998073/?lp=true
https://goegyptian.com/planning-the-collaborative-environment/
https://www.bbc.com/news
www.bbc.co.uk/teachhttps://www.bbc.co.uk/teach
https://www.theage.com.au
http://www.spencerauthor.com/reluctant-writers/
https://g-poster.info/steps-in-the-writing-process-poster/steps-in-the-writing-process-poster-6d7ca487a55bb46eaaa6244102d3e538-writing-lab-writing-lessons/
https://www.pinterest.com.au/pin/114982596715998073/?lp=true
https://goegyptian.com/planning-the-collaborative-environment/
https://www.bbc.com/news
www.bbc.co.uk/teachhttps://www.bbc.co.uk/teach
https://www.theage.com.au
http://www.spencerauthor.com/reluctant-writers/