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If any

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Student engagement has increased in significant areas.

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Working on ensuring that students have a good understanding of new terminology by finding out what students already know, deliberately learning the new words in a number of ways including kinesthetic activities

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Working on ensuring that students have a good understanding of new terminology by finding out what students already know, deliberately learning the new words in a number of ways including kinesthetic activities

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P&C Pod JNRs

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Talk before reading, Class discussion (specific way), Reading discussed in deliberate ways,.

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Use of academic terms language that they unpack and understand to use in their writing.

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UE literacy needs real planning around reading and writing credits

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Activating prior knowledge

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Reading and Writing float on a sea of talk

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Reading and Writing float on a sea of talk

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Give students multiple opportunities to talk - sense make - make meaning of the learning.

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Currently working on Unfamiliar Text for senior English.  From today's PLD will focus more on student analysis of what we are reading rather than helping them to interprate.  Not teacher filling in the silence gaps.

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Currently working on Unfamiliar Text for senior English.  From today's PLD will focus more on student analysis of what we are reading rather than helping them to interprate.  Not teacher filling in the silence gaps.

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Students are taking ownership of their learning.

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Students are taking ownership of their learning.

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Time to collaborate - not enough - all so busy.

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Time to collaborate - not enough - all so busy.

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Hands on learning by doing and watching  leading to students documenting what has been done. 

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Hands on learning by doing and watching  leading to students documenting what has been done. 

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SNR English - unfamiliar text - students have a "recipe" for approaching the text.

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SNR English - unfamiliar text - students have a "recipe" for approaching the text.

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a. read through the text underlining words they don't understand
b. go back through the text and try to work out the meaning of underlined words from context.
c. go through the text, highlighting figures of speech - annotate on the side what the figures of speech are.
d. go through the text to work out what it is about, point of view, intended audience - how do you know, why do you think that?
e. Consider what is effective and why.
All of the above involves discussion.