TASK: There are 3 parts. You must answer ALL three parts.

PART A: Choice of Cross-Curriculum priority and TWO Texts

Part A is not assessed.

Choose ONE cross-curriculum priority from the following:

• Sustainability

• Aboriginal and Torres Strait Islander histories and cultures

• Asia and Australia’s engagement with Asia

From the following list, select TWO texts, for either Stage 2 or 3, that reflect your chosen priority.

None of the texts introduced in lectures or tutorials may be used.

PART B: Rationale

1. Concept: State your cross-curriculum priority and the titles of your TWO texts (350 words, plus or minus 10 per cent)

Explain why you have chosen this cross-curriculum priority, your reasons for selecting the two texts and how the texts may enable students to develop understanding about and address the contemporary issues they face.

2. Year Group: State the Year group in the Stage for whom you are planning this work (150 words, plus or minus 10 per cent). The lessons must consider the diversity of learners. You must show how you will plan the learning experiences for students of varying abilities, including EALD students.

3. Rationale: With reference to FIVE academic reading, explain the design logic (planning, content, lesson aims, assessment) of each of your lesson (1000 words, plus or minus 10 per cent). You can choose to discuss one focal activity of a lesson, or you can discuss the global design of a lesson.

4. Reference list (no word limit):

·       Use APA referencing.

·       None of the prescribed academic articles introduced in lectures or tutorials may be counted towards your FIVE academic reading.

·       Sources of academic reading must be sourced from reputable academic journals and publishers.

·       Media publications (e.g. newspaper, magazine) and social media publications (e.g. blog, tweet) are not counted as academic reading.

·       Government-published (state, national or international) reports, curricular documents and teaching guides are not counted as academic reading (e.g. NSW K – 6 Syllabus).

Include a word count for each section.

PART C: Lesson Plans

Plan a SEQUENCE of THREE lessons, of 40 (FORTY) minutes each.

The three lessons will use your selected texts to support the content of the syllabus and will be designed to suit students in the Year you have selected. Text 1 and 2 should be used in at least one of the three lesson plans (e.g. Text 1 is used in Lesson 1, and Text 2 in Lesson 2 and 3; Text 1 is used in Lesson 1 and 2, and Text 2 in Lesson 2 and 3…etc).

The three lessons are a SEQUENCE of textual studies and will include:

·       Lesson 1: includes learning experience adapted from the Teaching Guide of a text (Text 1 only); this lesson can focus on any of the six modes (Speaking and Listening, Reading and Viewing, Writing and Representing);

·       Lesson 2: focuses on the Speaking and Listening mode, you can use Text 1 or Text 2;

·       Lesson 3: focuses on the Reading and Viewing mode, you can use Text 1 or Text 2;

·       K-6 English syllabus outcomes and content dot points for each lesson

·       links to general capability

·       catering strategies for learner diversity. You must show how you will plan the learning experiences for students of varying abilities, including EALD students.

and

·       a variety of learning experiences that encourage imaginative, creative, interpretive and critical thinking.

The lesson plans must be presented in Macquarie University format and designed with NSW Quality Teaching Framework. An example of an appropriately detailed lesson plan will be given in tutorials in Week 3.

Assume that the students in your class have already read the books in lessons prior to your three lesson plans.

The lesson plans should be written so that a grade colleague could teach from them without any questions needing to be asked to clarify your intentions.

The ‘Reflection after Teaching’ section of your lesson plan will be deliberately left blank, as this would only be completed after you had taught the lesson.

Assignment specific tasks

PART A: Overview of the unit (1000 words, plus or minus 10 per cent) including:

• the stage for which the unit is intended; a descriptive overview of the purpose of the lesson plan; and an explanation of how you integrated the lesson plans with Working Mathematically;

• A brief explanation of what will be addressed in EACH of the three lesson plans and explain how each lesson plan will build on the previous one. (This means that the three lesson plans are linked, however the content of each must differ. 
• an explanation of the strategies for differentiation that will be used for students of varying abilities in EACH lesson plan.
• this does not mean that your assessment tasks are merely observations or verbal questions. They must be SUBSTANTIAL in terms of informing your teaching.

PART B: Lesson plans (I.E YOUR 3 LESSON PLANS IN MACQUARIE UNIVERSITY FORMAT) including:

• the purpose of the lesson, and the specific outcomes and indicators to be addressed
• the plan for your differentiation of varying student abilities.
• any task or worksheets you design must be submitted as an attachment. If your task requires online resources, mention what they are and how they will be used.

PART C: Assessment tasks (500 words – I.E. 250 WORDS FOR EACH TASK, plus or minus 10 per cent):

• DESIGN two rich mathematics assessment tasks to assess the understanding demonstrated in your lesson plan sequence (above).
• explain when the tasks will be administered and why you chose  those particular tasks

• explain how the information obtained from the assessment tasks will inform your teaching.

PART D: Referencing

• Include your evidence of reading of appropriate references
• DO NOT REFERENCE MATERIALS THAT WERE NOT DIRECTLY LINKED TO YOUR WORK
• you must reference ALL sources of your material.

Length:                                                2 hours+10 minutes reading time.

Format:

Details will be provided on iLearn. Content: will be drawn from the Modules of this unit:

You will need to be familiar with the lecture material and slides and the key concepts of this unit. Revise your studies by focusing on, and thinking about, the core groupings/topics that have framed this unit. Consider the key points of each topic and the important elements.

The prescribed Readings for each week will enhance and develop your understanding of the key issues and you should revise your knowledge of the main points. Review the lecture focus. Samples and guidelines will be provided on iLearn.

NO materials may be taken into the examination room.

The University Examination period in Semester 2 commences during the week after classes finish.