Assessment item 1

Assignment 1
Value: 50%
Due date: 06-Apr-2018
Return date: 30-Apr-2018
Length: Approx 3,000 words (not including syllabus materia
Submission method options
EASTS (online)
Task

Task details

School context (500 words approx.)

As the NSW Advice on programming and assessment documents and learning modules indicate, it is
important to design teaching programs that take account and advantage of the interests, needs,
experiences, abilities and areas of significance of students, teachers, and their community (BOSTES,
2003). To help bring this authenticity and a focus to your work on this task, you are required to
develop a context for the programs and plans that you develop. The following points are key to
planning for teaching and learning and need to be addressed in your depiction of a context. For this
task use a local and/or familiar school and community. Be sure to anonymise any details so that
schools’ cannot be readily identified.

• Explain the school and community location (rural isolated, regional, or metropolitan)
• Explain demographics including SES (Socio-economic status)
• Explain composition of NESB students (Must contain at least 10%)
• Explain relevant industry and/or community links in the area
• Explain school timetable (e.g. fortnightly rotating, lesson lengths, etc.)
• Explain the needs, interests and abilities of the students
• Explain the available support (teacher’s aide, Aboriginal Community Liaison, etc.)

Scope and sequence plan (500 words approx.- not including syllabus material)
Continuing to build context for the tasks that follow, this section of the assignment requires you to
develop a scope and sequence plan. This plan needs to cover all of Stage 5, i.e. all of the units in
years 9 and 10 for a 200 hour course.

The subject to use in this assignment will be one of:

FOR
B/M Teach students: Graphics Technology OR Textiles Technology OR Food Technology OR
Industrial Technology (Engineering), OR FOR
B Ed (TAS) students: Graphics Technology OR Textiles Technology (whichever is your minor area of
study, unless you studied it in EMT446), OR
FOR

B Ed Studies students - consult the subject

coordinator

The scope and sequence plan must:

• represent an application of project-based learning, i.e. each of your units will have a project-based
approach;
• include unit overviews that indicate their title, duration, and clearly describe the design focus of the
unit and what the students will be doing (approx. 200 words each);
• identify the outcomes to be completed in each unit (all course learning outcomes to be covered
between the units)
THEN:

Justify your scope and sequence you have developed in terms of the context you have explained (500
words)

Outcome mapping grid

Lists of numbers representing course outcomes have little meaning unless they are organised in a
way that enables them to be easily interpreted. Develop a single matrix (see Agricultural Technology
sample in the Programming and assessment advice document) to show how and where the syllabus
requirements are addressed by mapping the units against the syllabus outcomes.

Lesson plans
From three of the units that you have developed, create ONE lesson plan for each unit. The three
lesson plans will in

• One unit a lesson teaching a manipulative skill, in

• One unit a lesson teaching an aspect of risk assessment, and in
• One unit a lesson dealing with an ethical issue

Across the lessons indicate clearly the explicit literacy/numeracy strategies you have employed and
what ICT’s based strategies are used.

The lesson plans must indicate which unit of work they are linked to and all need to include:

• one or more clear and assessable lesson outcomes based on the syllabus learn about and/or learn
to outcomes;
• identified and referenced actual learning and teaching resources;
• identifies and explains STEM connections;
• how ICTs are used
• a range of learning experiences to suit different learner’s needs;
• a range of teaching strategies (must involve questioning – identified questions for discussion and
other class interactions (student to student, teacher to student, student to content) that produce
evidence of learning at appropriate cognitive levels

THEN:
For one of the lessons, complete a risk assessment and develop a Safe Work Method Statement
(SWMS) for the tasks to be undertaken within it.

Assessment for learning

Develop for one of the lessons an instrument to be used for assessing and recording student
performance, for the purpose of providing feedback that contributes to student’s learning.
Explain how the instrument would be used, and justify its suitability for the lesson including discussion
about how it will provide feedback on your teaching as well as student learning.

Rationale

This assessment task is one which enables the demonstration of authentic teacher capabilities. It in
part assesses the subject outcomes, 1,2, 3, 4, 5 and 8

Marking criteria

Feedback and marking rubric

Aspect High Distinction Distinction Credit standard Pass standard Fail Weight
Standard standard
Context Explains all Describes all Details of the
required aspects required aspects school context are
of the school of the school missing, unclear,
context context concisely. inappropriate, or
realistically and only listed. 5
concisely.
Scope and Program design: caters for the needs of students, and/or areas and aspects Program design
Sequence Plan of community significance and/or syllabus
Syllabus requirements: appropriate emphasis, all outcomes addressed, all requirements
core/essential content covered and integrated into a project and/or focus have not been
area, sequencing, learning in specified balance of practical and theoretical met, or are not
activities, number and nature of projects as prescribed, appropriate time linked to the
assigned to all units context. Program
A variety of units are planned over the two years of the program; and context
Unit descriptions are clear and concise overviews of each unit of work relationaship
Units are of appropriate time and depth, and increasing sophistication and described. 10
challenge
Justifies the relationship between the context,the nature of, and variety of
the projects/units planned
Lessons Overall design: meets needs, interests and abilities of the students Lesson plan
Outcomes: manageable in number, appropriate lesson outcome developed requirements are
from relevant identified learn about and learn to outcomes (alignment) not fully met
Length of lesson: realistic time and depth
Resources: sufficient, relevant, have variety
Learning and teaching activities: aligned to the content being addressed
and include use of ICTs, utilise a range of learning and teaching
strategies/techniques appropriate to the students, including opportunities
for students to engage in questioning and dialogue.
Activities and materials and equipment used in accord with all relevant
regulations, legislation, guidelines, and policies
Evidence of learning: observable that allows judgement on achievement to
be made
Content: required content is all addressed
Synthesises all lesson elements related to what is to be taught and how it
will be managed to achieve the lesson outcomes.
Uses a variety of Uses a variety of Uses a variety of Uses teaching and Inappropriate 30
innovative, well-aligned and teaching and learning strategies teaching and
creative and creative and learning strategies and tasks learning strategies
original well- effective teaching and tasks appropriate to the and tasks are
aligned and and learning appropriate to the context selected, and/or
effective teaching strategies and context these do not
and learning tasks appropriate The Risk is reflect the needs
strategies and to the context The Risk is explained and of the school
tasks appropriate explained and SWMS identifies context and/or the
to the context The Risk is SWMS identifies safe practice. syllabus
explained and safe practice. requirements.
The Risk is SWMS describes Risk analysis
analysed and safe and realistic and/or the SWMS
SWMS explains practice. is incomplete,
and reflects safe and/or include
and realistic unsafe practice.
practice.

Assessment Instrument to be used for assessing and recording student performance,

for learning provides feedback that would contribute to student learning.
Explains Explains Describes the Identifies an Does not explain
realistically and realistically how instrument used, instrument that or only describes
concisely how the the instrument and describes its would be used, or outlines how
instrument would would be used, suitability for the lists its suitability the instrument
be used, and and explains its lesson and how it for the lesson and would be used, 5
justifies its suitability for the will provide how it will and does not
suitability for the lesson and how it feedback on provide feedback justify through
lesson and how it will provide teaching as well on teaching as explanation its
will provide feedback on as student well as student suitability for the
feedback on teaching as well learning. learning. lesson and how it
teaching as well as student will provide
as student learning. feedback on
learning. teaching as well
as student
learning.