Escolar Documentos
Profissional Documentos
Cultura Documentos
Assignment 1
Value: 50%
Due date: 07-Apr-2017
Return date: 03-May-2017
Submission method options
EASTS (online)
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 (teachers 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.
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 page 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 be for
One unit a lesson teaching a manipulative skill
One unit a lesson teaching an aspect of risk assessment
One unit a lesson dealing with an ethical issue
Across the lessons indicate clearly the explicit literacy/numeracy strategies and what ICTs
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 actual learning and teaching resources;
establishment of STEM connections;
use of ICTs;
a range of learning experiences to suit different learners 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