Shoal Bay Public School Reflecting on Learning

Kindergarten
ENe-12E demonstrates awareness of how to reflect on aspects of their own and others learning develop a growing understanding of how a rich text environment underpins learning begin to recognise that there are different ways of learning in English demonstrate an emerging awareness of criteria to enable the successful completion of tasks

Stage 1
EN1-12E identifies and discusses aspects of their own and others learning

Stage 2
EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others learning

Stage 3
EN3-9E recognises, reflects on and assesses their strengths as a learner

Students develop and apply contextual knowledge develop an understanding of how a rich text recognise how own texts can be influenced environment underpins learning by a rich text environment recognise and begin to understand that there identify different ways of learning in English are different ways of learning in English and consider own preferences develop an awareness of criteria for the develop criteria for the successful completion of tasks successful completion of tasks

begin to understand the difference between their way of learning and the way others learn reflect on own learning achievements against specific criteria

Understand and apply knowledge of language forms and features

contribute to guided discussion about how people learn to read and write develop an appreciation for books, poetry and song and the importance of narrative

begin to discuss different ways we learn to read and write discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance

discuss different ways we learn to read and write appreciate how the reader or viewer can enjoy a range of literary experiences through texts

recognise that there is a language for discussing learning experiences discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts

jointly develop criteria for assessing their own and others' presentations or compositions with teacher guidance identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities, eg writing conferences, class charts reflect on own reading: 'What reading have I done today/this week?', 'Which part of my reading do I like best?', 'What do I want/need to read about?' discuss the roles and responsibilities when working as a member of a group

Respond to and compose texts jointly develop criteria for assessing their develop criteria for establishing personal own and others' presentations or preferences for literature (ACELT1598) compositions with teacher guidance CCT jointly develop and use criteria for assessing their identify helpful strategies during speaking, own and others' presentations listening, reading, writing, and/or viewing discuss the roles and responsibilities when working and representing activities, eg writing as a member of a group and understand the conferences, class charts benefits of working collaboratively with peers to reflect on own reading: 'What reading have I achieve a goal done today/this week?', 'Which part of my describe how some skills in speaking, listening, reading do I like best?', 'What do I want/need reading/viewing, writing/representing help the development of language learners to read about?' CCT
reflect on own reading and identify the qualities of texts that have contributed to enjoyment of the text

critically reflect on the effectiveness of their own and others' writing, seeking and responding to feedback identify selections of own writing that they believe reflect their growth and competence as writers formulate questions for specific purposes, eg to clarify and reflect discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal describe how skills in speaking, listening, reading/viewing and writing/representing contribute to language development

Shoal Bay Public School

Reflecting on Learning
Kindergarten Term 1
Know where to find text in the room Draw a favourite character from a narrative Roles when working in groups

Year 1
How text helps learning Learning journal 'What reading have I done today/this week?', 'Which part of my reading do I like best?', 'What do I want/need to read about?' -

Year 2
Different ways of learning - smarts Learning journal - 'What reading have I done today/this week?', 'Which part of my reading do I like best?', 'What do I want/need to read about?'

Year 3
Design charts for the room rich text environment develop criteria for establishing personal preferences for literature

Year 4
Design and make charts for the room rich text environment Develop and use criteria for assessing their own and others' presentations

Year 5
Understand the difference between their way of learning and the way others learn

Year 6
Reflect on own learning achievements against specific criteria

Term 2

Different ways we learn English Choose a favourite nursery rhyme and give a reason Jointly develop criteria for assessing their own and others' presentations

Use criteria for completion of tasks

Use a more detailed criteria for completing tasks

Work out own preferences for learning questionnaire Book review setting, characters, plot, moral, overall enjoyment

Book review setting, characters, plot, moral, overall enjoyment

Use a learning journal to use language for discussing learning experiences

Discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts

Term 3

Guided discussion about how people learn to read and write Choose a favourite poem and give a reason Identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities, eg writing conferences, class charts

Story can be reflected in a variety of media, eg film, music and dance examine and respond to

Story can be reflected in a variety of media, eg film, music and dance examine and respond to in detail

Use criteria to complete tasks

Develop criteria for the successful completion of tasks

Critically reflect on the effectiveness of their own and others' writing, seeking and responding to feedback

Identify selections of own writing that they believe reflect their growth and competence as writers Describe how skills in speaking, listening, reading/viewing and writing/representing contribute to language development

Roles and responsibilities of working in a group

Reflect on own reading and identify the qualities of texts that have contributed to enjoyment of the text

Shoal Bay Public School

Term 4
Follow a check list to complete tasks Write about a favourite book title, author, setting, characters, enjoyment Start a journal to reflect on what I have read, learnt, talked about Jointly develop criteria for assessing their own and others' presentations or compositions Identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities, eg writing conferences, class charts Write about favourite character in a text give reasons Work in pairs and write about the benefits of working this way Compare the traits of two characters in a narrative Describe how some skills in speaking, listening, reading/viewing, writing/representing help the development of language learners Formulate questions for specific purposes, eg to clarify and reflect Discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal

Shoal Bay Public School

Reflecting on Learning Weekly Plan

WEEK 1 2 3 4 5 6 7 8 9 10

OUTCOME

CONTENT

FOCUS

ACTIVITIES

ASSESSMENT