Evidence Description: Contribution and development of Negotiated Education Learning Plans.
Standards: 1.1, 1.2, 1.5, 1.6.
The contribution to several negotiated education plans (NEP) for middle and senior students demonstrates my strong understanding of ensuring connections between learning goals, lesson activities, and assessment requirements.
Break-out cards, environmental adjustments, de-escalating techniques for students with ADHD/ASD and differentiated curriculum material and assessment are examples that have maximized learning opportunities for students with physical, social, or intellectual difficulties and disabilities. NEP's are written in collaboration and advice from learning support teachers, allied health, and medical professionals. For example, psych-educational assessments, NDIS plan and goals, and correspondence with student families and caregivers.
The revised LAP for Stage 1 Essential English was developed using research and collegial advice from my schools Director of Studies.
Using John McCarthy’s Learning Preference Card (2014) strategy was successful for collecting perceptual data about students’ strengths and approaches to learning. The students self-evaluated so that their perspective is recorded about themselves as learners. In turn, I was able to revise the Learning and Assessment Plan for Stage 1 Essential English and Year 10 English that align assessment strategies to success criteria whilst adjusting learning tasks to student readiness and interest (engagement).
https://openingpaths.org/blog/2014/01/learning-profile-cards/
Recognising the cultural, linguistic, religious, and socioeconomic diversity in this class inspired the selection of text-type and formative assessment in Stage 1 Essential English for our film study unit on The Freedom Writers.
In a similar way to the film, each student received their own diary. The low-stakes approach supported: self-reflection, development of subject-specific literacy, connection, and interpretation of key themes. For example, race, ethnicity, and tolerance. Students were able to connect their own personal experiences to navigating racial, cultural, and socioeconomic differences with the film’s context.
A meaningful engagement with internal and external Aboriginal and Torres Strait Islander stakeholders is reflected in my involvement with the development of Hope Christian College’s first Reconciliation Action Plan.
Flexible assessment design has created opportunities for students, with varied capabilities to employ a range of forms of communication and form to meet the success criteria.
The ‘Spicy Chilli Chart’ allows students to choose. The task that best suits them without it seeming like they are being given less work and potentially embarrassing them in front of their peers. The technique is embedded within the Year 9 assessment task sheet for persuasive writing to support students with higher and lower-order thinking. Students choose where to start – Level 1 = 1 Spicy Chilli, Level 2 = 2 Spicy Chilli, Level 3 = 3 Spicy Chillies. The chillies degree is difficult relating to length, format, word choice, figurative language. As such, the student challenges themselves and meet success criteria but on different levels of thinking. It has also acted to track progress and work towards individual learning goals- particularly those on IEP.