Excerpt Secondary Curriculum Assessment 2 Unit Outline

In relation to this unit of work ‘Running a Business’, I am designing a project based

assessment for learning through student centred learning. Referring to the

curriculum, students are assessed by their independent and collaborate works to

meet individual and collective goals. In a pedagogical stance, this unit would be

beneficial for the end of the course after personal finance and consumer choice have

been completed. Through the delivery of this unit in the sequence of topics, the

teacher would be playing a critical role by enhancing connections among the

students’ (Chung-do et al., 2013, p.481). The teaching role of this unit promotes self

learning which, in the interest of curriculum content, develops a ‘learning

environment student capacities of concentration, interest and enjoyment through the

self guided interaction with an activity’ (Shernoff & Schmidt, 2008). As the teacher

and pilot, my role is to ensure the pacing and enactment of the curriculum and major

task occurs within the time frame.

The NSW Department of Education (n.d) requires student learning in the project

based form to be ‘clear, provocative, open ended, challenging and linked to the core

of what teachers want students to learn.’ This planning generates an ever expanding

project, nominally a scaffold, by which every lesson is a building block on top of the

previous lesson. In essence, ‘a well-thought-out project will not only help students

learn key academic content and/or develop new knowledge, but also practise various

social skills such as collaboration, communication and critical thinking’ (Li, Zhang &

He, 2015, p.4). Overarching the placement in the subject sequence, the aim is for

students to implement what they have learnt in the mandatory topics and expand

their learning in this optional topic through active participation in course content.