Professional Documents
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Assessment Item 1: Assignment 1 Value: Due Date: Return Date: Submission Method Options
Assessment Item 1: Assignment 1 Value: Due Date: Return Date: Submission Method Options
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
• 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.
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
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
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.
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
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 missing, unclear,
context of the school inappropriate, or
realistically and context concisely. only listed.
concisely. 5
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.