Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

LASCAUX: The Most Famous Cave in all France :: Descriptive Essay About A Place

LASCAUX: The Most Famous Cave in all France Not too far away from the town of Montignac, in the western Massif Central and Northern Pyrenees, the cave of Lascaux was discovered. Four teenage boys and their dog discovered it. The four boys, Marcel Ravidat, Jacques Marsal, Georges Agnel and Simon Coenccus, were out on an expedition, but they found more than they bargained for that day. Their dog wandered away and they searched for him. In the process, the four boys discovered a cave that had been right below their feet for the past 17,000 years. They were not able to venture down into the 250-meter deep cave on the first day so they came back the next day prepared to enter the cave. When the boys first wiggled their way down into the cave they did not find anything. It was not until they reached an oval room that they first discovered paintings on the walls. These boys had uncovered paintings dating back to the Aurignacian (30,000-18,000 B.C.E.) (Laming, 34-41) and Magdalenian (15,000-10,000 B.C.E.) periods. It is belie ved that many of the paintings found in Lascaux were created between 16,000 and 14,000 B.C.E. The boys could no longer keep this cave a secret, so they told one of their teachers, Monsieur Laval. After accompanying the boys down to the cave, M. Laval started alerting historians to this new discovery. Within five days three historians were already on their way to visit the site. On September 17, 1940 three experts on Paleolithic art, Abbà © Breuil, Dr. Cheynier and Abbà © Bouyssonnie, crawled down into the cave; it was at this point the cave became authenticated. Soon after, many visitors began coming to the cave. What was it these people were so excited to see? When visitors first entered the cave they had to go down a twenty-meter slope, which led to the first hall, The Great Hall Of Bulls. The first thing they saw in the Great Hall of Bulls were the black bulls. Attention is quickly focused on them because of their great size compared to the other paintings. Also found in the Great Hall of Bulls are pictures of horses, deer, a small bear, and a primitive unicorn. â€Å"The strange so-called Unicorn appears to be walking towards the interior of the cave.

Breaking the China Plate Passage

Almost every character in the book experienced a special kind of relationship with someone else; some were good relationships and some were bad. Orleans and Nathan had a great relationship at home, but as soon as they came to the Congo, that relationship began to go downhill, and this passage seems to be the proof that their relationship is completely broken. In the passage, the china plate is a symbol for Orleans and Antenna's relationship. Orleans was too â€Å"fond† of that plate, which shows how much she cared for her and her husband's marriage.She wanted It to work out but the way Nathan was being, It was nearly impossible. When Nathan breaks that plate, their relationship is over the table, which is the official end of a great relationship. That plate stood for something more than a nice, decorative china piece. It stood for the great relationship Orleans and Nathan once had. Once that plate begins to be tossed around and not cared for by Nathan, that Is when you get the first sense of a relationship beginning to be destroyed. The smaller half flipped upside down as it broke, and lay there dribbling lack plantain Juice like blood onto the tablecloth. Mother stood helplessly, holding her hand out to the plate like she wished she could mend Its hurt feelings. † These two sentences are really Important In proving my theme. When this tablecloth gets stained with this â€Å"Juice like blood†, it shows that their relationship will not be the same; and that it basically is dead. Also, it shows how much Orleans cared for the relationship. Also, this sentence shows how much she wanted to care for it like It had feelings.These feelings are real and they are her feelings that were broken, she wanted to fix the relationship but it was just not going to work. â€Å"l wonder what outlook you might think that to be, he said to Mother in that same special voice for bad dogs and morons. † This evidence shows how much Nathan cared for the relatio nship, He TLD care about the relationship. Not only did he not care about his relationship with his wife, he did not really care about her at all. He treated her terribly and that the only thing he cared for was his mission in the Congo, and that is he reason their relationship is coming to an end.This passage relates too lot of the novel because almost every character experienced a time of a relationship with somebody else, whether It was good or bad. For example, Rachel and Axolotl, Lea and her father Nathan, Lea and Anatoly, and so on. There are many relationships 1 OFF Tanat are Torment Ana most AT teen Ana up not Deluge a great relations. Once a lot of these relationships are formed, they never really keep in touch or the relationships die off as each character gets older.That is why relationship is a huge thematic concept in the novel; and once most of these relationships are broken, then it can be very hard if not impossible to piece them back together Just like the relations hip explained in the broken china passage between Nathan and his wife Orleans. In conclusion, this passage is very important to one of the themes in the novel. That theme is, when relationships are broken, it can be almost impossible to piece them back together. That is what this passage is saying; once that plate is broken, their relationship is destroyed.

Child Sexual Abuse Within Institutions - 757 Words

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Pregnancy Rate Of Pregnancy During Adolescence - 986 Words

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Positive Outcomes Of Video Games - 1576 Words

Zaura Fadhliani Professor Lydia Elac 0023 November 24, 2014 Positive Outcomes of Video Games Video games are the fastest growing form of entertainment in the world and many adolescents play video games for hours every day. According to a survey conducted by Gallagher, 58% of Americans play video games and 43% of game players believe that computer and video games give them the most value for their money, compared with DVDs, music or going out to the movies (2-3). However, in the past few decades there has been debate over the positive and negative effects of video games. Most people think that video games just cause problems in the world today. For example, a large amount of developmental and social psychological research in the video†¦show more content†¦This idea is relevant with a study included in 2009 s Annual Review of Cyber therapy and Telemedicine which found that gamers who suffered from mental health issues such as stress and depression were able to vent their frustration and aggression by playing video games — and showed a noted improvement. The stu dy hypothesized that games gave certain Type A personalities time to relax in a state of relative mindlessness that allowed them to avoid reaching a certain level of stressful arousal as they tried to relax (Gallagher). Video games are not just used for pure enjoyment and fun. Although all games incorporate exciting features, in order to be bought by the average gamer, they have to have some type of puzzle to solve which requires more than just clicking a trigger and watching something blow up. While playing games, people have to decide if they want to take the path to the right or the left. What will be the consequences if they choose the right path or vice versa. Therefore, playing video games allows people to gain a decision making skill that helps the players balance their life in the real world. Moreover, many gamers are told over and over that they have trouble focusing. However, a study conducted by Daphne Bavelier and her team, is showing that gamers’ attention and focus is actually better than that of non-gamers. They are capable of resolving visual conflicts faster, which is frequently used in the lab to determine

Rapid Implementation and Project Planning †MyAssignmenthelp.com

Question: Discuss about the Rapid Implementation and Project Planning. Answer: Introduction Current demand in animal products such as milk is continuously increasing with more focus drawn on ways to optimize production using limited resources as possible. This drives the ArchiFarm to look for modern technology that has the capability to monitor and assess various aspects of milk production system to ensure there are high efficiencies. The whole idea is the basis of the computerized automated system called PLM. Precision Livestock Management (PLM) is an enterprise system that has the capability to increase precision in the livestock production. The PLM software is able to connect the three main aspects of farm and these are stakeholders or drivers, business functions, and business processes. If well implemented, the whole system will monitor the production of each cow throughout the value chain. That implies that PLM monitor, health, and feeding of the animal that is transferred to milk each cow produced. This is again tracked down to the distribution to determine the overal l performance of each farm site. The program also reconciles the distribution information with other farm processes. The main focus of this paper is to explore the different aspects of Precision Livestock Management within ArchiFarm. Stakeholders play an important role in business process within an organization and this is similar to the case of the ArchiFarm enterprise system. There many stakeholders in the farm and some of these stakeholders are farms staffs, distributors, wholesalers, animal feed producers, maintenance contractors, and veterinarians. Firstly, farms staffs are both the management and the ordinary farmers who perform various tasked within the farm hence play an important role in the dairy production. At each site, there are various employees that are lead by the site manager. Secondly, milk distributors ship the milk using refrigerated to the processing plant. In addition, distributors also transport the processed milk to wholesalers to various locations. Thirdly, another group of stakeholders is animal feed producers that also supply feeds to various sites (Information Resources Management Association p. 1065). The feed is supplied on specific interval hence the feed that is given to each cow h as minimal variation. Fourthly, wholesalers are stakeholders nearer to consumers in the value chain and are linked to processes by distributors. Fifthly, maintenance contractors take care of both farm structure and various machinery within the farm and this is to ensure that the farm remains operative. Another group of stakeholders is veterinarians who monitor the health of every animal though the farm intends to introduce new system aiming at monitoring animal. Clients are the stakeholders at the far end of the value chain are the end user or consumers of the milk that is produced from ArchiFarm (Berckmans 2004). Drivers, on the other hand, include supply, distribution, maintenance, health assessments, and management. Firstly, supply and distribution are key drivers in the farm as feed is supply into the farm while milk produced on the farm is also distributed to processors and wholesalers. Secondly, management plays an important role is basic and vital drivers that determine the success of the company. The company is introducing management tool that is an automated system to manage especially production systems. Thirdly, farm maintenance is another driver as this focus in improving the efficiency of farm process. This is closely connected to another driver that is health assessment that mostly focuses on assessing the health of cows and this will be done using Precision Livestock Management (PLM) tool. Another driver that is key to the farm production is the Enterprise system itself. PLM is a driver that project high efficiencies that will ensure that most other drivers are monitors at singl e cow level (Zoran et al. 2007, p.145-146). The three goals of the whole system are the economic, quality and sustainable dairy production. The main goal of management is to achieve an economically optimal level of input in production through monitoring production all sites. The economic goal of the farm is predicted through the use of PLM that is expected to monitor and predict the quality of feeds that a cow use at a time hence reduces feed wastage. Moreover, the software aims to monitor all the distribution to ensure high efficiencies within the supply and distribution (Pallab 2008, p.39). Secondly, quality goal focus on the delivery of quality and safer produce free from any related contamination. Monitoring health of every single cow within the farm with the goal of ensuring sick cow has its milk excluded in the main production system. This will also enable the farm management to predict problem well before it can spread to other animals. Thirdly, sustainability in production is another goal of the entire production with the view to ensure that there is minimal environmental pollution resulting from the production (Kovacs Paganelli 2003, pp.165165). The farm has several assessments that include health assessments for each cow though the organization is trying to add assessments into the software. One assessment done on the farm is the animal health that aims at examining the diseased animal and isolate it. This is projecting to assist managerial assessments of organizations production systems. Another area of concern in the assessment is the consistency of drivers with the managerial goals for the farm. This implies that drivers, as outlined in the strategies of the farm, need to continuously assess to see their performance. Moreover, the assessment is supposed to help in risk mitigation and is meant to understand the level of efficiency in the organization (Jrg, Pernici Weske 2004, pp.202). One ArchMate view of the software can be designed to show three views structural and dynamics. The structural view shows the relationship between drivers, stakeholders, and goals can be linked to the software (ArchiMate 2017). The ArchiMate view on the three main aspects of stakeholders, drivers, and goals are interlinked within the main software to give the main objective of the farm. Stakeholders are related to drivers and also link goals set by the farm management. The structure of the software highlight key stakeholders and the drivers they link, for instance, animal feed supplier is linked to the driver called supply. Each stakeholder has a role to play in the value chain of the farm and this is directly related to drivers such as supply for instance which also a driver is leading to effective feeds delivery in the farm. All these three aspects form the backbone of the value chain for ArchiFarm and can be incorporated in the ArchMate. Dynamics, on the other hand, is used to mode l the temporary business elements within the farm (Gerben 2014). Business Functions The business process includes internal and external functions. Firstly, internal functions can be further grouped into three producing, selling, and supporting functions. Secondly, ArchiFarm selling functions describe sales process and marketing where sales focus on product presentation to customers and marketing that focus on product promotion. ArchiFarm has a good producing function with the view of producing quality milk, conduct research on milk and distributing milk to processors and wholesaler. Selling aspect of internal functions is done at the wholesale level since the farm distributes milk to the processing plant and later to the wholesaler. Supporting functions are divided into finance, computing, human resource and purchasing functions (Jarvis 2003, p. 9). Computing aspect is becoming the main component of the business process in the farm with the development and implementation of PLM. The finance function is concerned with development and maintenance of accounting records or management. Human resource, on the other hand, manages the employees in every site with direction from head office in Sydney. Purchasing function assists the farm to purchase feeds from feed producers, contract maintenance contractors hence farm machinery purchases. External functions include advertising campaigns, marketing, and recruitment of employees (Grant, Hall, Wailes Wright 2006, pp 215). The farm has human resource management that offers employee recruitment based in the head office. As farm business function the department is a task to recruit both management and farm works that perform different work each site. Marketing is the sole responsibility of the head office located in Sydney. The ArchiMate view for the business function consists of two main layers one for the internal functions and another for external functions. These layers are joined to the main layer of business processes/functions. This view assists the management to assess the external functions and hence deduce their effects on the overall performance of functions. The management is, therefore, able to verify the relationship between various components of the business functions within the ArchiFarm. Another aspect of the ArchiMate view is on the business collaborations or interactions that define the levels of interaction between various business functions within layers. The main business function backbone is joined together with other layers forming the first level of interaction (Band 2016). Business Processes Business processes are various tasks that work coherently together to produce services. According to Lapalme (2010, pp. 3743), there are three main business processes are management processes, operational processes and supporting processes that can be highlighted within the farm. The core foundation of the ArchiFarm is the optimized milk production with considerations of quality, healthy and sustainable. Firstly, the management processes control the operational processes and this is based on the corporate structure headed by the board. The basis of the governance within the farm is based on the cooperate culture of the farm and the strategic ability to control all the business operations within the farm. Secondly, operation processes consist of the main farm milk production business process that can be termed as the core business of the farm. The business operation within the farm ensures that all the business involved in the milk production (Malakooti 2013). In addition, the operati on processes ensure that all other business processes within the farm are properly coordinated to the smooth operation of the farm in general. Thirdly, the supporting processes are services such as health assessment that is done by veterinarians. Supporting processes help the farm to achieve and ensure that is the required processes works without risk from diseases and milk contamination. The farm has automated machine that will use data to monitor the health of animals and this is important for supporting processes that reduce contamination of milk supply (Byrne 2012). The ArchiMate view on the business processes is structure of business processes, consistency, and completeness, responsibilities. Firstly, the main view would have structures of business processes that are attached to the main layer maximizing the idea of synchronizing the three processes that are the core business processes within the farm. The layer here is a business layer and an aspect is a behavior. The software needs to incorporate the three main processes that include joining business operation process to management and supporting processes. Operational processes especially farm feeding processes are automated to determine the number of feeds that are given to the individual animal with the view to closely optimise operation processes. Another area of business processes that forms part of ArchMate is supporting that focus on the services such as accounting processes, health assessments, and other supporting services. The organization view automated machine will help the farm i ncrease production through data-driven support processes (Telematica Institute 2006, p.7). The management processes is a unifying process that monitors or supervise all other processes to achieve the set objectives of milk production. An example of an ArchMate view is shown in the figure below. Conclusion In conclusion, the Precision Livestock Management adoption within the ArchiFarm is projecting good production management characterized by optimal production with the proper use of feeds within the farm. Business functions play an important role in the farm and can be grouped into internal and external functions. Business processes on the other, include managerial processes, operational processes, and support processes. The interactions of various layers of business link to form backbones that will be used to monitor or assess processes and functions. PLM is projected to cause high efficiencies in the milk production with limited resource wasted. In addition, the automated production monitoring system will synchronize production and predict any risk associated with the disease. References ArchiMate, 2017, Specification: Stakeholders, Viewpoints, and Views. Access at https://pubs.opengroup.org/architecture/archimate3-doc/chap14.html Band, I, et al, 2016, An Introduction to the ArchiMate 3.0 Specification, White Paper from The Open Group. Berckmans, D, 2004, Automatic On-Line Monitoring of Animals by Precision Livestock International Society for Animal Hygine - Saint-Malo Horowitz, B T, 2015, How RFID Delivers Big Data On Cows And Milk Production. Accessed on 27/7/2017. https://techcrunch.com/2015/11/03/how-rfid-delivers-big-data-on-cows-and-milk-production/ Byrne, T, 2012, Real Story Group Blog Digital workplace and enterprise architecture: two sides to the same coin, Grant, D,; Hall R,; Wailes N, Wright C, 2006, The false promise of technological determinism: the case of enterprise resource planning systems. New Technology, Work Employment, vol.21, no.1, pp 215 Gerben, W, 2014, Mastering ArchiMate - Edition II - A Serious Introduction to the ArchiMate Enterprise Architecture Modeling Language. Harmon P, 2007, Business Process Change: 2nd Ed, A Guide for Business Managers and BPM and Six Sigma Professionals. Morgan Kaufmann Information Resources Management Association the USA, Enterprise Information Systems: Concepts, Methodologies, Tools and Applications, p. 1065 Jarvis, B, 2003, Enterprise Architecture: Understanding the Bigger Picture A Best Practice Guide for Decision Makers in IT, The UK National Computing Centre, Manchester, UK. p. 9 Jones, FT, 2001, Quality Control in Feed Manufacturing Feedstuffs Reference Issue and Buyers Jrg, D,; Pernici B, Weske, M, 2004, Business Process Management: Second International Conference, BPM 2004, Potsdam, Germany, June 17-18, 2004, Proceedings. Springer Science Business Media, pp.202 Kovacs, G. L.; Paganelli, P. 2003, A planning and management infrastructure for large, complex, distributed projects beyond ERP and SCM". Computers in Industry, vol.51, no.2, pp.165165 Lapalme, J., 2010, Three Schools of Thought on Enterprise Architecture, IT Professional, vol. 14, no. 6, pp. 3743, Malakooti, B, 2013, Operations and Production Systems with Multiple Objectives. John Wiley Sons. Moxey Farms 360 Video Tour - Australia's Largest Single Site Dairy farming operation. Accessed on 27/7/2017. https://www.youtube.com/watch?v=5RWSwSJ6smM Pallab S, 2008, Advances in Government Enterprise Architecture. p.39. Price Waterhouse Coopers 2011, The Australian Dairy Industry: The Basics. Accessed on 27/7/2017. https://www.pwc.com.au/industry/agribusiness/assets/australian-dairy-industry-nov11.pdf Sheilds, MG, 2005, E-Business, and ERP: Rapid Implementation and Project Planning. John Wiley and Sons, Inc. p.9. The Contribution of Enterprise Architecture to the Achievement of Organizational Goals: Establishing the Enterprise Architecture Benefits Framework, Technical Report, Department of Information and Computing Sciences Utrecht University, Utrecht, The Netherlands, (2010 online) Telematica Institute 2006, Annual Report 2005. p.7. Accessed 18 Jan 2009. Zoran S, et al. 2007, Service-oriented Software System Engineering. p.145-146.