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7 — Analysis of a life story

A laptop computer with notes and a photograph, on a desk

In this sequence, students can choose to work independently, in small groups or with the teacher for closely scaffolded support. Above: Laptop and notes, photo by Rosie Kerin

In this sequence, the students will be supported to achieve the goals set out in the Assessment task 1 rubric. There are three alternative pathways through this sequence according to levels of independence, proficiency and learning preferences, with the aim of enabling all students to achieve success in Assessment task 1.

The approach is provided primarily for those new to teaching, or any teacher wanting to adapt the approach to their own context and students. The differentiation is in pedagogy, and not content, and it assumes high expectations of all students to meet the relevant Year 9 achievement standards. In particular, the goal is to support equity, especially for those who may be disadvantaged because of limited access to the resources demanded by the task and complexities that limit support for homework and achievement beyond the classroom. 

Black and white photo of little girl triplets seated, with letters N, R, and A embroidered on their pinafores

Above: Triplets Margaret, Ann and Eileen Johnson, c1933, source US National Archives and Records Administration, public domain image, no copyright

There are three suggested pathways, though there may be some overlap and flexibility according to student need during the sequence. Care, sensitivity and encouragement should be used in choosing the pathways and assuring students that each pathway is valid and is a serious approach to support them to reach their potential. Ideally, students should be free to take responsibility for their choice and pursue their preferred pathway.

Each group will be addressing the content descriptions and achievement standard for each activity, whether working with teacher guidance or independently. Refer to the Pathways for analysis of a life story for details about the tasks.

Concluding class activity

In what ways does ‘This (Singleton) Life’ capture the distinctive qualities and experiences of this triplet’s life? What is the value of sharing such a life story?

At the conclusion of the sequence, the students should be invited to provide updates of their progress, and to raise any further questions they have in order to complete the task. Other than individual conferences with students on demand, there will be no further common time to work on Assessment task 1 in class.