EMT410: Curriculum Methods: Technology Studies

Nature of the learner and the community

The NSW Board of Studies and Teaching and Educational Standards (BOSTES) Advice on programming
and assessment syllabus support documents highlight well the importance of considering who we are
teaching, and the community context in which they live and/or come from. For example, the textiles
technology support document states that when planning for teaching, in addition to considering the
syllabus requirements, that teachers also need to consider:

the specific needs, interests, previous experiences and abilities of students

areas of community significance
the most effective utilisation of existing and available resources [including those within the
community] (BOSTES, 2003, p. 6).

Similarly, the Australian Curriculum and Reporting Authority (ACARA) state:

that the needs and interests of students will vary, and that schools and teachers will plan from
the curriculum in ways that respond to those needs and interests (ACARA, 2016, para 7).
The reason for doing this, is to better connect with and engage students, and to create relevant
and rich programs of learning for them with the aim of maximising learning and teaching success.

The learner
Clearly it is essential to know who the learners are in your classroom. If we are to determine who we have
in our classroom, key questions to ask might be:

What are their interests?

What do they already know?
What are their strengths?
What are their limitations?
How do they prefer to learn?

However, and overlaying these generic questions is the question of cultural context. This is necessary to
consider as cultural background may influence English language proficiency, which is essential for
success in the Australian education system, and ethnic and/or religious beliefs may also need special
consideration.

Providing some sense of the scope of diversity in relation to language, the NSW Department of Education
and Communities (2014) indicate that:

Approximately 20% of all students (over 145,000 students) in NSW government schools are
learning English as an additional language. More than 30% (over 240,000 students) are from a
language background other than English (LBOTE).
There are approximately 50 000 Aboriginal students in NSW government schools. Many (but not
all) of these students use Aboriginal English, or some other form of non-standard English, as their
main home dialect. (p. 4)

The implication of diversity is that when we plan our programs, we have to accommodate this range of
diversity. It may involve using a range of teaching strategies to cater for the variety of learning styles, it
may mean modifying the content for some, it may mean involving culturally sensitive
approaches/content, and it will always involve literacy strategies both in terms of subject literacy and
generic literacy that enables students to engage in the learning process.

While this is the case, it is important not to make assumptions about learners based on ethnicity or other
differences. It may be the case that a student with English as an Additional Language or Dialect (EAL/D) is
quite literate in their own language, and/or numerate. The inverse situation is also possible, either
through a lack of formal schooling, or due to a disability (ACARA, 2013).
The topic of diversity is evidently complex. In this subject (EMT410) we will focus upon planning
inclusive and differentiated classes that cater for students for whom English is an additional language or
dialect, and Indigenous Australian students in particular. Other subjects will engage with these and
additional aspects of diversity in much greater breadth and depth.

Aboriginal and Torres Strait Islander education: Resources for pre-service teachers

A very new and current resource, Respect,

Relationships, Reconciliation: http://rrr.edu.au/, is
designed for student teachers such as yourselves. It
aims to help develop capabilities relevant to the
professional teacher standards that focus on
Aboriginal and Torres Strait Islander education
(1.4, 2.4), and of course make a positive impact on
practice.

This online resource comprises three modules. While Module 2 is entitled Know your students, and is
particularly useful to access and consider now, as Module 1 sets the scene and is important for
understanding the stance from which modules 2 and 3 are presented, you are encouraged to engage with
the topics from all three modules at this point. Given all of the modules are highly relevant for this subject
and later sections of the EMT410 modules, it is suggested that you revisit the RRR modules while
conducting your program planning.

Learning activity
Engage with the topics from all three modules. Module 2 focusses on knowing
your students, and Topic 4 of Module 3 on School and community partnerships,
and they should be covered at a minimum.

Aboriginal and Torres Strait Islander education: Resources for pre-service

teachers http://rrr.edu.au/

The following reading provides more general and further insight into diversity in the classroom, as well
as a range of considerations and methods for differentiation of instruction. While disability is covered in
this reading, it is not a focus in this subject, it is addressed in EMT446. As you read, note the potential
benefits as well as the challenges of a diverse classroom.

Read
Marsh, C., Clarke, M., & Pittaway, S. (2014). Meeting the diverse needs of students. In M. Clarke & S.
Pittaway. Marshs becoming a teacher (6th ed., pp. 245-267). Sydney: Pearson.
Available as an e-book in the CSU library