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2. When teachers provide instruction and assessments that emphasise intellectual quality, students do better on classroom- based assessments. Newmann et al 1991-1995 The Centre on Organization and restructuring of Schools at theUniversity of Wisconsin Madison Quality Teaching in NSW public schools. An annotated bibliography.Professional Support and Curriculum Directorate. P7 June 2003.

3. All three dimensions are essential for improved student outcomes 3

4. Key questions: Where are my students now? What do I want my students to learn? Why does that learning matter (for students)? What do I want the students to do or produce to demonstrate their understanding? How well do I expect them to do it?

5. Knowledge is deep when it concerns the central ideas or concepts of a topic or subject and when the knowledge is judged to be crucial to the topic or subject. Quality Teaching in Public Schools: An assessment practice guide. P.14 2004

6. Deep knowledge is evident in a task when students are required to address the centrality or complexity of one or two key concepts, and to articulate relatively complex relationships between central concepts.” Quality Teaching in Public Schools: An assessment practice guide. P.14 2004

7. Students will know that... Superficial knowledgeDeep knowledge I want students to know that: 1. A narrative text starts with an orientation, followed by a complication and ends with a resolution and optional coda. 2. A narrative text must have paragraphs and descriptive language. I want students to know that: 1.A compelling, well structured story engages the reader and invites him/her to think about the events and how the story might relate to their own life. 2. Composers make deliberate language choices to develop characters, plot and setting to position their audience. Superficial knowledgeDeep knowledge I want my students to know that: 1. a narrative text starts with an orientation, followed by a complication and ends with a resolution and optional coda. 2. a narrative text must have paragraphs and descriptive language. I want my students to know that: 1.a compelling, well structured story engages the reader and invites him/her to think about the events and how the story might relate to their own life. 1. composers make deliberate language choices to develop characters, plot and setting to position their audience.

8. Students will know that... Superficial knowledgeDeep knowledge I want students to know that: 1. they will make a dustpan and pencil case. I want students to know that: 1. they can explore, evaluate and select appropriate design, processes and solutions to respond to needs and opportunities. 1. they need to choose the correct form of “you” “tu,” (informal )or “vous”, (formal) in French. 1.cultural context has an important impact on language choices.

9. Superficial knowledgeDeep knowledge I want students to know that: 1.they need to colour in the locations of McDonald’s around the world on their maps./ 2. they need to define globalisation I want students to know that: 1. aspects of globalisation have brought about increasing inequalities around the world. 1. spreadsheets can convert tables of data into charts. 1.data is about frequency and distribution. 2.graphical information can be manipulated to position the audience. 1. they need to list and remember the human body systems 1. living things contain systems consisting of cells that interact with each other. 2. cells require these systems to work together in order to survive and reproduce.

10. Gap Analysis Unless new knowledge becomes integrated with the learner's prior knowledge and understanding, it remains isolated, cannot be used effectively in new tasks, and does not transfer readily to new situations. Use the data!

11. Deep knowledge Explicit teaching of literacy skills Scaffolding, modelling, exemplars Literacy in context

12. Deep understanding 12 To what extent do the students demonstrate profound and meaningful understanding? Self and peer editing

13. 1.2.7 Teachers K-12 will allocate sufficient time to explicitly plan, program and teach literacy to ensure students’ achievement of syllabus standards. 1.1.1. Literacy is the ability to understand and evaluate meaning through reading and writing, listening and speaking, viewing and representing.