Basic HTML Version
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Support Materials
for
Students with
Special
Education Needs
INTRODUCTION
Teaching and
learning cycle
Introduction
The
provides learning outcomes that are statements of the knowledge,
skills and understanding expected to be gained by most students as a result of effective
teaching and learning by the end of a stage. The
English K–6 Syllabus
recognises that
students learn at different rates and in different ways. Some students’ language learning
needs will dictate that they will be working towards outcomes at an earlier or later stage.
Assessing,
and
form the basis of the teaching and learning cycle, which involves consideration of the
individual learning needs of all students and the creation of a learning environment that
supports students to achieve the outcomes of the syllabus. Teachers should undertake
regular and ongoing assessment of students’ progress to ensure they are making sufficient
progress and to identify any difficulties students may be experiencing in their learning.
Assessment
Assessment is the process of collecting, recording and analysing information about student
progress towards the achievement of syllabus outcomes. Students indicate their level of
understanding, knowledge and skill development in what they do, what they say, and what
they write and draw.
Assessment occurs regularly throughout the teaching and learning cycle. Teachers use
assessment information about an individual student’s knowledge, skills and understanding, and
strengths and weaknesses to inform planning, programming, implementation and evaluation.
Effective assessment enables teachers to:
•
establish
appropriate
starting
points
for
teaching
and
learning
•
design wholeclass
programs
that meet
the
needs
of
all
students
(this
includes
the
determination
of
appropriate
)
•
identify
specific
areas
of
instructional
need
and
priorities
for
individuals
or
groups
of
students
•
identify whether
students
are
ready
for
the next
or
require
further
teaching
and/or
consolidation
of
learning
•
identify
the outcomes
and/or
content
achieved using
the
•
provide
informative
feedback
to
students
on
their
progress.
Teachers will
provide
students with
opportunities
to
demonstrate
their
learning
in
the
context
of
everyday
classroom
activities,
as well
as
in
planned
assessment
events. The
form
of
assessment
selected
is
based
on
the
purpose
of
assessment.
The
(pp 87– 88) provides
information on
the
following
forms of
assessment:
•
formative
assessment
(assessment
for
learning)
•
summative
assessment
(assessment
of
learning)
•
diagnostic
assessment.
Assessment
for
learning
involves
teachers
deciding
how
and when
to
assess
student
4
Teaching and learning cycle
E g h K–6