Sean Duncan – 2018 2H

Abstract;

The purpose of this report is to identify and implement new teaching pedagogies,
promote student engagement and encourage students to become active members of
the classroom. This report is based of the stage 4 science unit ‘The Living World’. Any
changes made to the unit outline and scope & sequence and any additions such as the
concept map have been based off current academic sources. These sources provided
information regarding differentiation, engagement, various teaching strategies such as
collaborative learning and the incorporated use of information communication
technology (ICT).

Inside this report will be both the original and reconstructed unit of work (unit), scope
and sequence and an original assessment task and concept map. Additionally, these
documents will be accompanied by a comparative table that presents the
recommendations.
17701352 Assignment 1

Contents

Executive Summary 2

Objective and Context 2

Goals 3

Recommendations 3

Background Information 4

Part A: Comparative Table of Unit Alterations 5

Part B: Contextual Redesigned Unit Documentation 9

Scope and Sequence 9

Concept Map 10

Assessment Task 11

Marking Rubric 15

Unit Outline 17

Part C: Report of Recommendations 22

Report 22

References 26

Appendix: Original Unit Documentation 28

Scope and Sequence 28

Unit Outline 30
17701352 Assignment 1

Executive Summary
Objective and Context

This report has been designed for the Science faculty at Picton High School, a school located
in the Wollondilly Shire (20 minutes south of Campbelltown). Picton High School is co-
educational school that streams its students based on ability however it is not subject
specific. The majority of students attending the school are from a low socio-economic
background with 47% in the bottom quarter and 33% in the lower middle quarter.
Indigenous students account for 7% and students that come from a language background
other than English (LBOTE) also have 7% of the school’s population. The gender split of the
school leans towards the male population with 53% and 47% for females.

This unit was taught in its entirety over a period of 4 weeks.

Reference: Statistics and tables above are retrieved from the MySchool Website.
https://myschool.edu.au/school/41565
17701352 Assignment 1

Goals

- Target literacy and numeracy skills that can be improved through science activities.
- Provide differentiated learning activities to create an inclusive program.
- Differentiation in assessment (formative and summative)
- Increase ICT skills through various methods.
- Increase student driven learning through the use of inquiry-based learning.
- Implement a unit outline that is easy to read and applicable to student of mixed
ability.

Recommendations

The recommended alterations to this unit are applicable to a mixed ability classroom.
Therefore, the recommendations in this report target differentiation, inclusion, ICT, literacy
and numeracy and improving the overall running of the unit (outline, concept map,
sequencing and assessments).

- Increase the amount of activities that reach all learning levels

(differentiation/inclusion)
- Increased use of ICT task both inquiry-based and teacher led.
- Program additional literacy and numeracy tasks that meet cross-curriculum
standards.
- Create a program that is easy to understand.
- Provide assessment that is differentiated and assesses syllabus content, and STEM
learning. (combine)
17701352 Assignment 1

Background Information
The stage 4 science curriculum has been designed to encourage engagement. It has
integrated throughout the syllabus, Values and Attitudes (V&A) Knowledge and
Understanding (K&U) and the Working Scientifically Skills (WSS) to act as the required
learning outcomes students must achieve in years 7 and 8. The aim of this science
curriculum is to increase a student understanding of the world through scientific inquiry. At
Picton High School students are encouraged to begin to question and make their own
assessment of their learning. This not only increases their ability to critically think but build
their scientific knowledge. The use of inquiry-based assessment allows teachers to gauge a
students scientific understanding of the concepts taught.

The stage 4 curriculum promotes investigations that meet the WWS syllabus outcomes. This
highlights a variety of skills required to build, conduct and analyse and investigation. The
K&U bring a focus on literacy, numeracy and ICT skills by assessing the validity and reliability
of primary and secondary sources and analysing data. Addressing cells, students in year 8
explain cell theory, respiration, reproduction and unicellular & multicellular organisms.
17701352 Assignment 1
Part A: Comparative Table of Unit Alterations
Area of Strengths/Weaknesses of Unit
consideration
- Unit outline had minimal
literacy focus. (Weakness)
Literacy - There was no assessment
task for this topic
(Weakness)
- Limited focus on numeracy
skills. (Weakness)
Numeracy - Does not exceed the level
of numeracy expected from
stage 4 students (Strength)
- Level of difficulty does not
Critical and provoke critical thinking.
Creative (Weakness)
Thinking - Students are encouraged to
be creative through various
Suggested Changes to counteract
concerns
- Comprehension tasks
- Increasing the amount of
writing students do.
- Glossary lists (metalanguage)
- Assessment scaffolds
- Writing reports at different verb
levels (assessment task)
- Completing written tables
- Research tasks
- Writing experiment reports.
- Add numeracy-based tasks to
assist regular content.
- Calculate magnification in
microscopes.
- Increased inquiry-based
learning tasks. (WebQuests)
- Students complete assessment
task that encourages
researching and reporting
(Assessment task)
Research support for the changes
suggested.
Focusing on literacy skills by
implementing a variety of reading and
writing is linked to increased academic
achievement (Dockrell, Lindsay &
Palikara, 2011)
Standard 2.5 of the Australia
Professional Standards for Teachers
(AITSL, 2014)
There is a correlation between cognitive
development, numeracy skills and
higher academic achievement (Welsh et
al, 2010).
Standard 2.5 of the Australia
Professional Standards for Teachers
(AITSL, 2011)
Creativity and critical thinking are two of
the most important higher-order
thinking abilities. Allowing student
expression is key to these abilities
flourishing (Koray & Koksal, 2009).
17701352 Assignment 1
expressions of work i.e
posters (strengths)
- No group work is explicitly
Personal and mentioned. However
Social practicals are present
Capabilities implying groups work
(Weakness)
- Students are encouraged to
work individually on
worksheets (Strength)
- No specific goal identified
(weakness).
Understanding - Program has been designed
by Design to learn the content and
not specifically complete an
assessment at the end
(Weakness).
- Content is relevant and in
sequence (strength)
- Provide various avenues for
students to express their work
(poster/PowerPoints/videos
etc)
- Increase the amount of group
and pair-based activities.
- Students are encouraged to
research individually and with
others when completing certain
tasks.
- Build an assessment task and
cater activities that can assist
students.
Working socially can reduce the
potential for stress related learning.
Increasing student engagement with
one another can lead to increased
learning outcomes (Rafferty, 2012).
Providing variety of personal and social
tasks can lead to an increased
engagement in the classroom (Katz,
2013 and Duchesne, McMaugh, Bochner
& Krause, 2013)
Standard 4.1 (AITSL, 2014)
When designing a unit there must be an
intended goal to provide direction
(Arguedas, Daradoumis, & Xhafa, 2016)
and content is to be sequenced/relevant
to the intended goal (McTighe &
Wiggins, 2012)
Standard 3.2, 3.3 (AITSL, 2014)
17701352 Assignment 1
Information - Minimal interaction with - Increase the amount of ICT
Communication ICT resources (weakness) based activities.
Technology - Provide students avenue to
(ICT) complete tasks using
computers/tablets.
- Encourage research through ICT
resources.
Differentiation - Various tasks present - Provide activities that can be
(strength) extended or be drawn back
- Does not cater for GAT or depending on student ability.
learning difficulty students - Increase the amount of literacy
(weakness) and numeracy skills to assist
learning difficulties students.
- Increased ICT activities
Increasing ICT exposure can be linked to
increased engagement in the classroom
(Tsayang, 2011 and Godhino, 2013). It is
also apart of STEM learning which can
promote inquiry-based learning (critical
thinking)
Standard 2.6 (AITSL, 2014)
Differentiation can challenge or assist
students and bring out their best to
achieve academically (Tomlinson, 2009).
Part B: Contextual Redesigned Unit Documentation
Scope and Sequence
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Term 1 Chemical World – Matter (Weeks 1-5)

10 Weeks Outcome – SC4-17CW (CW2), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment – Matter Exam (Summative In-class) 20%
Physical World – Energy (T1 Weeks 6-10)
Outcomes – SC4-11PW (PW3, PW4), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS

Term 2 Physical World – Energy (T2 Week 1-2)

10 Weeks Outcome – SC4-11PW (PW3, PW 4), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment – Half Yearly Exam (Summative In-class) 20% - SC4-17CW & SC4-11PW
Living World – Cells (Weeks 4-7)
Outcome – SC4-14LW (LW2), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment – Cells Presentation (Summative Hand-in) 10%
Chemical World – Chemical Reactions (T2 Weeks 7-10)
Outcome – SC4-17CW, SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Term 3 Chemical World – Chemical Reactions (T3 Weeks 1-2)
10 Weeks Outcome – SC4-17CW (CW4), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment - Reactions Topic Test (Formative)
Living World – Animals (Weeks 3-7)
Outcome – SC4-15LW (LW4), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment – Animals Report (Summative Hand-in) 15%
Earth and Space – Earth Resources (T3 Weeks 8-10)
Outcome – SC4-13ES (ES3, ES4), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Term 4 Earth and Space – Earth Resources (T4 Weeks 1-2)
10 Weeks Outcome – SC4-13ES (ES3, ES4), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment – Use of resources poster (Formative)
Living World – Plants (Weeks 3-7)
Outcome – SC4-14LW (LW3), SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment – Yearly Exam (Summative In-Class) 35% - SC4-12ES, SC4-13ES, SC4-13LW, SC4-14LW
Earth and Space – Earth Structure (Weeks 7-10)
Outcome – SC4-12ES (ES1) , SC4-4WS, SC4-5WS, SC4-6WS, SC4-7WS, SC4-8WS, SC4-9WS
Assessment – Topic test (Formative)
17701352 Assignment 1

Concept Map
17701352 Assignment 1

Assessment Task

Year 8 Science (Stage 4)

Assessment Task 3
Living World - Cells
Weighting: 10%
Due Date: Friday 22nd June 2018
Date Distributed: Friday 11th May 2018
Name: ________________________________________

Teacher: ______________________________________

Assessment Policy:
This is a formal assessment task. It is required that each student demonstrates
their understanding of the course studied by devoting sufficient time and
effort to meeting the requirements stated below. A requirement of this task is
that it is submitted on time. Computer difficulties, printer problems or lack of
organisations will not be recognised as valid excuses for late submission of the
task. In the event of late submission, 10% of the final grade will be deducted
per day late. Any difficulties with the task must be brought to the teacher’s
attention several days before the date the task is due.

Declaration of Originality:
In accordance with the school’s assessment policy, I declare that the task
submitted is my own work and to the best of my knowledge, it contains no
material previously published/written by someone else except where
acknowledgements have been made.
17701352 Assignment 1

Signature: _________________________________________

Task Description:
In this assessment task you are required to investigate the difference
between animal and plant cells. In this investigation you will develop an
understanding of how cell function can impact the health of an organism.
You will create a physical representation of a chosen cell, provide a detailed
description of the chosen cell and research a specialised cell and explain its
impact on the health of an organism.

Stage 4 Science Outcomes Assessed:

SC4-14LW Relates the structure and function of living things to their
classification, survival and reproduction.
SC4-6WS Follows a sequence of instructions to safely undertake a
range of investigation types, collaboratively and individually.
SC4-7WS Processes and analyses data from a first-hand investigation
and secondary sources to identify trends, patterns and
relationships, and draw conclusions.
SC4-9WS Presents science ideas, findings and information to a given
audience using appropriate scientific language, text types
and representations.

Submission Details
You will submit this task Friday the 22nd of June to you teacher in the
allocated period. You must attach a signed copy of this notification sheet.

Summary of Marks:
Total /50 Percent (%)
Students
Mark
17701352 Assignment 1

Detailed Task Description

Investigation of Specialised Cells

Based off your work in class and additional research you are to conduct and
submit a report and physical representation of two different specialised animal
or plant cells. This task will be completed into two parts.
Part 1
Create two physical representations of two different specialised animal or
plant cells. Accompanying these representations will be a typed report that
details the structure of the cell and the organelle that are present in it.

Part 2
Choose a specialised animal or plant cell (cannot be one from part 1) and
discuss the potential problems that may impact how the cell functions and
what this can mean for the organisms health. Additionally, describe how these
problems are being addressed.

References
A minimum of 5 references are to be used in your report. This must be
presented in the APA referencing format.

Important Safety Information

- You must not use/construct anything that can be considered as a
weapon.
17701352 Assignment 1

Report Scaffold

Part 1
- Describe the structure and function of the cells
- Identify the type of cell it is.
- Identify and describe all of the organelles within these cells.

Part 2
- Describe the structure and function of the cell.
- Identify the potential problems that may affect how the cell functions.
- Discuss how these problems will impact the health of the organism.
- Identify and explain how these problems are being addressed.
- Provide examples to support each question.
17701352 Assignment 1

Marking Rubric

Marking Rubric
Criteria 0-10 11-20 21-30 31-40 41-50
Create a Creates a basic Creates a basic Creates a sound Creates a thorough Creates a
representation of representation of each representation of each representation of each representation of each comprehensive
two specialised specialised cell. specialised cell specialised cell specialised cell representation of each
animal and plant including some of the including some of the including most of the specialised cell
relevant organelles. relevant organelles. relevant organelles. including all relevant
cells
organelles.
/10
Report the structure, Identifies the structure Describes the structure Soundly describes the Thoroughly describes Comprehensively
function and and function of each and function of each structure and function the structure and describes the structure
organelles of each cell. cell. Identifies some of of each cell. Identifies function of each cell. and function of each
specialised cell. the relevant organelles most of the relevant Identifies all of the cell. Identifies all of the
in the cell. organelles in the cell. relevant organelles in relevant organelles in
/10
the cell. the cell.
Discuss a specialised Limited to no Basic discussion of the Soundly discusses the Thoroughly discusses Comprehensively
cell and the discussion of the specialised cell. specialised cell. the specialised cell. discusses the
problems that can specialised cell. Basic discussion of Sound discussion of Thorough discussion of specialised cell.
impact the health of Limited to no problems. problems. problems. Comprehensive
discussion of problems. Relevant examples Relevant examples discussion of problems.
the organism
have been used to have been used to Relevant examples
/10
support discussion. support discussion. have been used to
support discussion.

Identify and explain Limited to no Basic explanation how Soundly explains how Thoroughly explains Comprehensively
how the problems explanation of how the the problems are being the problems are being how the problems are explains how the
are being addressed problems are being addressed with some addressed with being addressed with problems are being
/10 addressed. No examples. appropriate examples. appropriate examples. addressed with
examples used appropriate examples.
17701352 Assignment 1

Communicates Minimal Basic communication Sound communication Thoroughly Extensively

scientific communication of of scientific of scientific knowledge communicates communicates
understanding using scientific understanding with by demonstrating scientific scientific
suitable language understanding with limited language and some suitable language understanding by understanding by
little to no language terminology. and terminology. integrating suitable integrating suitable
and terminology.
and terminology. language and language and
/5
terminology. terminology.
References (APA No APA referencing APA referencing is APA referencing Correct use of APA Correct use of APA
referencing) evident. attempted. included. referencing. referencing.
/5 Less than 6 references. Less than 6 references Six or more references Six or more references
Referencing contain included. included. included.
many errors. Referencing is Minimal errors in No errors in
No in-text citations consistent with errors. referencing. referencing.
used. In-text citation is In-text citation is In-text citation used
appropriate. mostly correct. correctly.
Total /50

Teacher Feedback
____________________________________________________________________________________________________
____________________________________________________________________________________________________
___________________________________________________________________________________________________
 Unit Outline

Unit Title Living World – Cells as the Basis of Life Duration – 16 Periods
Outcomes
- Cells are the basic units of living things and have specialised structures and functions. LW2

Course requirements Formal assessment

- Complete 16 Periods Hand in task
- Content and skills related to outcomes and practical investigations - Cells organelle research poster (15%)

Working scientifically skills

- Identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge SC4-4WS
- Collaboratively and individually produces a plan to investigate questions and problems SC4-5WS
- Follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually SC4-6WS
- Processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions SC4-7WS
- Selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems SC4-8WS
- Presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations SC4-9WS
17701352 Assignment 1

Topic: Living World

Content Teaching, learning and assessment Resources

K & U Content Descriptor

Engagement Activity – In pairs students are to create a mind map detailing everything they know about cells
a. identify that living
things are made of cells
Glossary Terms Activity (ESL Task) - Students will be given a list of key terminology required for this topic. They are to - Glossary List
define each term. Adjustment – Students can provide examples of each glossary terms. - Adjustment:
Definitions and SI
Using a PowerPoint, discuss what is a cell and define it as the basic unit of life. Students will complete ‘Close Units
Passage WS’ that accompanies the PowerPoint

Introduce students to ‘Cell Theory’. Students will watch YouTube video and take notes. - Intro to cells PP

Describe nature of cell theory - YouTube – Wacky

In pairs students make a poster with timeline to correct scale Numeracy - timelines/scales
History of Cell
Theory

Teacher Lecture -Teacher will explain in depth the difference between animal and plant cells. - Animal and Plant
b. identify structures
within cells, including the Cell PP
nucleus, cytoplasm, cell Students draw a plant and animal cell and label organelles. Students will match the organelle to its definition.
membrane, cell wall and - Organelle
chloroplast, and describe In groups students will model an animal or plant cell using jelly and lollies definition sheet
their functions
Introduce students to microscopes - label parts of microscope/microscope usage/safety/magnification
(Numeracy)
- Jelly Cells
Practical
In groups students will practice using microscopes by examining an onion cell. Equipment
Students will create their own slides - Microscope WS
17701352 Assignment 1

Using their laptops students will complete a WebQuest requiring them to research organelles and various items
previously learnt. Students then build a poster based off the questions.
- Onion Cell
Kahoot Quiz Practical
worksheet

- Cells WebQuest

- Kahoot Quiz

Engagement Activity – Students will watch a video of Usain Bolts 100m world record sprint. Students will be asked
c. outline the role of
about the possible gasses entering and exiting the body. - YouTube Video
respiration in providing
energy for the activities of
cells Teacher Lecture - Explain respiration including cellular respiration and photosynthesis. - Cell Respiration
PP
Students will create a glossary list based off the metalanguage learnt.
- Yeast Balloon
Prac – Grow Yeast and capture CO2 (Students will measure the ingredients) Prac Equipment
Prac – Cellular respiration using universal indicator and oxygen

d. identify that new cells

Teacher Lecture - Describe mitosis. Look at some animations of mitosis taking place. Students complete a - Mitosis & Meiosis
are produced by cell cartoon of the mitosis process with guidance. PP
division
Computer research lesson investigating meiosis. Make a poster.

Students will watch a video and answer a series of comprehension questions - Amoeba Sisters
Mitosis video
Compare meiosis and mitosis using a table
17701352 Assignment 1

e. distinguish between Compare the words unicellular and multicellular looking at word fragments - uni, multi, cellular etc and get - Unicellular/multi
unicellular and students to guess meanings. Discuss with class the 2 types of organisms using a ppt and questions or use cellular PP
multicellular organisms http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/living_growing/celldivisionrev1.shtml

Students will examine a variety of unicellular an multicellular organisms at different magnifications - Microscopes Prac
Equipment
f. identify that different In groups students will research the organization of cells to make up multicellular organisms – Students create a
types of cells make up PowerPoint
the tissues, organs and
organ systems of
multicellular organisms
17701352 Assignment 1

Reflection and Evaluation

TEACHER: CLASS:

DATE UNIT COMMENCED: DATE UNIT CONCLUDED:

 Variations to program: (List additional resources and outline alternative strategies used.)

 The most effective teaching/ learning strategies and resources in this unit were: (Please nominate three at least)

 Less effective teaching strategies and resources for this unit were: (Please nominate two at least)

TEACHER’S SIGNATURE_________________________________________DATED____________________CHECKED________________________________
Part C: Report of Recommendations
Report

The purpose of this report is to provide recommendations to the Science faculty of Picton
High School regarding the stage 4 Living World unit – cells. These recommendations are
intended to develop a wholistic, inclusive and engaging unit. The Understanding by Design
(UBD) framework was utilised to assist in building these recommendations. The concept of
UBD is to design a unit using a goal and working in reverse. This is also known as backwards
designing and has the intention of identifying gaps in learning and addressing them(Wiggins
& Mctighe, 2011). When using UBD, the first objective is to identify the intended goal of the
unit. This can include but is not limited to what skills and information with students learn
and what outcomes/descriptors are being targeted. After this the construction of an
assessment task can be used to ensure the intended goal can be met. It is important to
ensure that this assessment lines up with the goal but also the content that will be taught.
The final aspect of UBD is designing the sequencing of content and ensuring there is
differentiation to meet the needs of the student.

In this report the recommendations have been designed to target literacy, numeracy,
personal and social capabilities (PSC) (AITSL, 2014) by introducing activities relevant to the
learning outcomes. The main areas of consideration in this report were collaborative
learning, literacy and numeracy, differentiation through ICT

Collaborative Learning

In the original unit outline, many of the activities are individual based or teacher led. Apart
from some practical involvement, the amount of group interaction is limited. Collaborative
learning revolves around students working with other students to formulate questions and
listen to other to gain knowledge and understanding (Sun, Liu, Luo, Wu & Shi, 2017).
Evidence suggest that making alterations to the interactions of students can improve
academic achievement and social capabilities (Rafferty, 2012).

Traditionally, the teacher is seen as the main source of learning in the classroom. In this
scenario the teacher is in charge of facilitating the students learning and developing their
skills of inquiry and social interaction. In todays classroom this is still the case however, the
implementation of different teaching pedagogies has allowed for collaborative learning. As
stated above it has the ability to positively impact a student socially and academically. At
the same time collaborative learning can also promote student engagement and attitudes
towards learning (Brooks, 2010). For teachers it is important to facilitate this growth in
17701352 Assignment 1

students however, for many new teachers its is easier to lean on a traditional lecture style
that is teacher driven learning. For these new teachers, including group tasks that
encourage students to learn together is important as it will also assist them in developing a
comfortable pedagogical approach (Godinho, 2013). Additionally, it may also assist teachers
in developing behavioural management and as it promotes student engagement, reduce
student behavioural issues.

Ideally, to promote collaborative learning, an increase in group or pair-based learning

activities should be implemented into the unit outline. It will encourage student interactions
thus improving social capabilities but promote learning in a less formal way.

In science, a collaborative learning approach can be highly beneficial as it can apply to more
than just regular group work. The first level approach can be to get students to share idea in
pairs and develop a rapport. The next level approach would be having students sharing
ideas and knowledge together once they are more comfortable sharing. Finally, in science,
students participate in practical experiments. As a teacher facilitating experiments can be
hard due to the multiple factors in play. Having groups of students that interact in a
comfortable manner with each other can reduce the risk of potential harms but also
facilitate a smooth-running practical. According to ACARA (2017) there is a correlation
between increased literacy skills, personal and social capabilities and collaborative learning.

Literacy and Numeracy

Standard 2.5 of the Australian Professional Standards for Teachers (AITSL, 2014) specifically
relates to a student’s literacy and numeracy skills. When looking at its importance in
Australian schooling, literacy and numeracy is embedded from k-12. The English subject is
compulsory in schools for a students entire schooling as it contains vital tools for young
people once they leave. Mathematics is compulsory until year 10 and optional for years 11
& 12. When looking at the importance of literacy and numeracy, standardised testing
revolves around these two areas. A key example of this is the NAPLAN testing in years 3, 5, 7
and 9. This highlight the importance the governing bodies place on these skills.Evidence
suggest that an increased focus on literacy and numeracy skills can lead to an overall
improvement in academic achievement (Dockrell, Lindsay & Palikara, 2011)

In the classroom setting literacy and numeracy does not solely apply to the English and
Mathematics subjects, it is evident in every subject. In year 11 & 12 Physics there is a high
level of mathematics evident throughout the course. For students looking to do well in this
subject their numeracy skills must be to a certain standard. Another example is the Modern
History subject. The final HSC examination contains various essay style questions that
17701352 Assignment 1

require students to combine their content knowledge with their literacy skills. When
relating this to year 8 science at Picton High School, there is a high number of students with
low literacy and numeracy skills. In the classroom a teacher can implement multiple tasks
both individual or group based that can specifically target these skills (Vale et al., 2013)

In regards to literacy skills, there are various methods to improve literacy and numeracy in
this classroom. In the original unit outline, students completed worksheets however this
does not specifically target the intended skills. In the adjusted unit outline various activities
such as comprehension tasks and metalanguage glossary lists have been recommended to
build these skills. The inclusion of comprehension tasks has evidence to show it can improve
a students literacy skills and overall academic skills (Mastropieri, Scruggs & Graetz, 2003).
The use of an assessment task can also assess a students literacy ability and how they can
apply these skills to the content. This is another aspect that should be added to the unit.

For numeracy, the unit outline contained some tasks that are numeracy based however it
was not extensive. This may have been due to the unit being highly theory based. In the
adjusted unit outline, numeracy has been applied to how students use microscopes and
measuring ingredients in a variety of practicals. The microscope activity requires students to
calculate the magnification of various lenses before they examine an onion cell.

Differentiation through ICT

Standard 1.5 and 2.6 of the Australian Professional Standards for Teachers pertain to
differentiated teaching strategies and the use of ICT in classrooms (AITSL, 2014). In an
evolving society that places a necessity on the use of technological devices, the use of ICT is
seen as a way to assist students in their learning. There is a link between a students level of
engagement and ICT (Katz, 2013). By positively impacting a students level of engagement
the chances of improved academic achievement increase (Katz, 2013 and Duchesne,
McMaugh, Bochner & Krause, 2013). Differentiation is another aspect of a teachers
pedagogy that can promote student engagement. Differentiation can cater for the vast
needs of the student by challenging or assisting them (Tomlinson, 2009).

In the unit outline, differentiation is not explicitly addressed as it is a very one dimensional
set-up. There is however a variety of activities present however, there is a lack of student
based ICT activities that promote ICT skills and the learning outcomes. In the adjusted there
have been a variety of differentiated ICT activities to promote these skills and still meet the
learning outcomes. ICT is a tool that teacher can use and do not need to rely on or see as a
negative stigma. Miles (2015), suggests that there should be a balance between
conventional teaching and the use of ICT teaching. An example of this balance is the use of
17701352 Assignment 1

an engagement task that require students to watch a video and hypothesis what the
overarching topic is. Another example of ICT differentiation is the WebQuest inserted into
the unit outline. This task promotes inquiry based learning, ICT skills and the learning
outcomes. Additionally, students can then creatively express their answers using posters,
PowerPoints or video. Finally, ICT can be used as an assessment tool. This can engage
students on a different level while still assessing the understanding of the student e.g. the
Kahoot quiz.

These recommendations have been designed to enhance the overall learning experience of
the student. By adjusting the unit outline, the Science faculty of Picton High School can use
these recommendations to add to their current outline but also use it as a tool to expand
their teaching pedagogy.
17701352 Assignment 1

References

ACARA. (2017a). General capabilities. Retrieved from

https://www.acara.edu.au/curriculum/general-capabilities

Australian Institute for Teaching and School Leadership (AITSL). (2014). Australian
Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Brooks, D. C. (2010). Space matters: The impact of formal learning environments on student
learning. British Journal of Educational Technology, 42(5), 719-726.
doi:10.1111/j.1467-8535.2010.01098.x

Dockrell, J. E., Lindsay, G., & Palikara, O. (2011). Explaining the academic achievement at
school leaving for pupils with a history of language impairment: Previous academic
achievement and literacy skills. Child language teaching and therapy, 27(2), 223-237.

Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). Chapter 10: Sociocultural
Factors in the Learning Process. Educational Psychology for Learning and Teaching,
376-425

Godinho, S. (2013). Planning for practice: connecting pedagogy, assessment and curriculum.
In R. Churchill, P. Ferguson, S. Godhino, N. F. Johnson, A. Keddie, W. Letts, J. Mackay,
M. McGill, J. Moss, M. C. Nagel, P. Nicholson, M. Vick (eds.), Teaching Making A
Difference. (pp. 210-249). Milton, QLD: John Wiley & Sons Australia Ltd

Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging
students in inclusive education. Canadian Journal of Education, 36(1), 153-194.
Retrieved from
https://searchproquestcom.ezproxy.uws.edu.au/docview/1440186282?accountid=36
155

Koray, Ö., & Köksal, M. S. (2009). The effect of creative and critical thinking based laboratory
applications on creative and logical thinking abilities of prospective teachers. Asia -
Pacific Forum on Science Learning and Teaching, 10(1), 1-13. Retrieved from
https://search-proquest-
com.ezproxy.uws.edu.au/docview/1958534906?accountid=36155
17701352 Assignment 1

Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction
for secondary students: Challenges for struggling students and teachers. Learning
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com.ezproxy.uws.edu.au/docview/233087945?accountid=36155

Miles, M. (2015). Brilliant ideas for using ICT in the inclusive classroom. Educational
Psychology in Practice, 31(3), 328-329. doi:10.4324/9781315750255

Sun, Z., Liu, R., Luo, L., Wu, M., & Shi, C. (2017). Exploring collaborative learning effect in
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587. doi:http://dx.doi.org.ezproxy.uws.edu.au/10.1111/jcal.12201

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Appendix: Original Unit Documentation
Scope and Sequence
17701352 Assignment 1
 Picton High School
Year 8

Unit Outline

Unit Outline Unit duration

The Living World – Cells

16 periods

Big ideas/key concepts Why does this learning matter?

Place in scope & sequence/ Links to stage statement Target outcomes

A student:
Term 1 Unit 2  relates the structure and function of living things to their classification, survival and
reproduction
 explains how new biological evidence changes people's understanding of the world

Literacy target areas Cross Curricular ICT target areas Assessment Resources
Topic Test
 Picton High School
Year 8

Students learn QT What are the teaching and learning activities that Evidence of Learning Reg/Date
to: provide opportunities for students to demonstrate their
Elements
understanding of these ideas or concepts?

LW2 Cells are the

basic units of
living things and
have specialised
structures and
functions. Discuss what is a cell and define it as the basic unit of life.
a. identify that living Take notes on levels of organisation in living things (pp1)
things are made of
cells Play "Theymightbegiants cell song"

Complete WS( levels_organization_WS1)

Describe development of cell theory - Watch "Wacky History of

b. identify the Cell Theory" and complete attached WS 2
structures within
cells, including the Describe nature of cell theory (PP 2, WS4) and/or Students make
nucleus, cytoplasm, a poster with timeline to correct scale (WS 3)
cell membrane, cell
wall and Numeracy - timelines/scales
chloroplast, and
describe their
functions

Students draw a plant and animal cell and label organelles. Take
notes matching cell organelles to their function (PP3) Cell
structure WS 4

c. outline the role

of respiration in
 Picton High School
Year 8

Students learn QT What are the teaching and learning activities that Evidence of Learning Reg/Date
to: provide opportunities for students to demonstrate their
Elements
understanding of these ideas or concepts?
providing energy for
the activities of cells

Examine cells using microscope and draw (onion skin cells,

prepared slides of animal cell, bioviewer slides)

d. identify that new

cells are produced
Create a model of a plant cell -emphasise which organelles are
by cell division present in plants only and why.

Watch video of Usain Bolt’s record 100m sprint.

e. distinguish Introduce the idea that cellular respiration is the name of the
between unicellular
and multicellular
chemical reaction that gives our cells energy.
organisms
Put equation and notes on board for students to complete.(from
text)

Prac: Grow yeast and capture CO2

11. Describe mitosis. Look at some animations of mitosis taking

place. Students complete a cartoon of the mitosis process with
guidance.
Computer research lesson investigating meiosis. Make a poster.
Compare meiosis and mitosis using a table
 Picton High School
Year 8

Students learn QT What are the teaching and learning activities that Evidence of Learning Reg/Date
to: provide opportunities for students to demonstrate their
Elements
understanding of these ideas or concepts?
f. identify that
different types of
cells make up the Compare the words unicellular and multicellular looking at word
tissues, organs and
organ systems of fragments - uni, multi, cellular etc and get students to guess
multicellular meanings. Discuss with class the 2 types of organisms using a ppt
organisms and questions or use
http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gat
eway/living_growing/celldivisionrev1.shtml
Highlight advantages and disadvantages of uni vs multi
Look at some clips showing unicellular animals ameobas etc

Examine pond water/straw/grass mix and get student

draw/identify the critters. Use site http://www.microscopy-
uk.org.uk/mag/wimsmall/smal3.html and http://www.micros
copy-uk.org.uk/pond/index.html as an introduction. Multi or
unicellular pondlife? (see pondwater resource folder)

Completed in first lessons - revise

 Evaluation of Unit
Teacher Evaluation Comments/Variations

After you have taught the unit of work, record in this section your evaluation of the unit and any
How did the unit ‘rate’ in these areas?
variations you implemented or would choose to implement the next time you teach the unit.
Time allocated for topic
Student understanding of content

Opportunities for student reflection on learning

Suitability of resources

Variety of teaching strategies

Integration of Quality Teaching strategies

Integration of ICTs

Literacy strategies used

Numeracy strategies used

Date commenced: Date completed:

Teacher’s signature Head Teacher’s signature