Available online through iLearn

At end of Week 3 from Friday until Monday Week 4 (Mar 13, 7 pm to Mar 16, 7am)

Weighting:                                                       10%           

Unit outcomes assessed:                               1

Graduate capabilities assessed:                    1,2,5,

An online quiz of 15 multiple-choice questions will occur at the end of Week 3. It will focus on your understanding of the content from Lecture 1 and from your careful reading of syllabus documents for Mathematics and English and your preparation/ knowledge of the elements of lesson planning. You may use your syllabus reference material – it is open-book.

This task is designed to consolidate your knowledge of the key concepts underpinning the use of the KLA syllabus documents and the components of lesson planning.

The questions will be generated randomly in our iLearn unit and will be available for your completion within a limited time period from Friday afternoon (week 3) until Monday morning (week 4). You have one opportunity to complete this quiz within a time limit. You will receive the score at the end of Week 4.

Further instructions will be posted in iLearn.

This quiz must be completed as an INDIVIDUAL task only. You cannot confer with anyone else to complete this quiz.

No extensions permitted due to the time period allowed for this quiz.

TASK 2:  MATHEMATICS Lesson design

WORKING MATHEMATICALLY through NUMBER and ALGEBRA

Date due:                                                         Week 6 (Apr 2 4pm)

Weighting:                                                       30%

Word limit:                                                        1,500 words 

2 lesson plans/resources

Unit outcomes assessed:                               1, 2, 3, 4

Graduate capabilities assessed:                    1, 2, 4, 5, 9

Professional standards:                                  2.1 - 2.6, 3.1 - 3.4

Purpose: This assignment focuses on the planning and resourcing of two Mathematics learning experiences where you develop content from Number and Algebra integrating Working Mathematically.

You will be assessed on how well you:

• demonstrate a working knowledge of the Stages 1 or 2 or 3 Mathematics Syllabus outcomes and content through selecting suitable content from the Number and Algebra, and from Working Mathematically processes;

• display effective skills in planning engaging learning activities appropriate to support and extend students’ mathematical thinking and the outcomes of the Stage 1 or 2 or 3 syllabus;
• use strategies appropriate for teaching Mathematical concepts through the creation of effective resources including utilisation of ICT;

and

• communicate appropriate knowledge of Mathematical syllabus content and pedagogy with satisfactory clarity,  skill and critical reflection.

Assignment specific tasks

PART A: Overview of your 2 lesson plans (maximum 500 words) including:

• a descriptive overview of the purpose of the unit; the main content of the unit:
• the Stage/s for which the unit is intended and how it will address the varying abilities and needs of the students - a statement about how you will support and extend students’ mathematical thinking (be specific);
• a statement of planned learning outcomes and specific indicators of learning from the K-6 Mathematics syllabus;  and
• a brief outline of the resources you will use; and

PART B:  Lesson planning

Prepare 2 lesson plans to address the information you have provided in Part A (above).

You need to include your specific outcomes and indicators; your sequence of Teaching/Learning experiences; resources; links with further learning.

Make clear how you will support and extend students’ mathematical thinking. 

The lesson plans must be presented in Macquarie University format. An example of an appropriately detailed lesson plan will be given in tutorials in Week 1.

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.

PART C Resource development

Develop 2 resources to accompany your lessons and to support students’ learning of your key concepts.

One of these resources must utilise technology tools.

Explain clearly how your 2 resources will be used in the lessons. You must include your resources or access to these in your submission.

Maximum: 500 words of explanation.

PART D: Critical reflection about student learning (maximum 500 words)

Imagine that you have now taught this sequence of teaching/ learning and used your resources.

Write a reflection about what were you hoping that your students will have understood, learnt and achieved by participating in these lessons.  How will you make an assessment of your students’ learning? Provide some explanation and guidance as to how you will do this. What forms will your assessment take and how will you make your judgment of students’ learning?

PART E: References to be included

Include your evidence of reading/ use of appropriate references

Note: you must reference ALL sources of your material.

Cover sheet

Use the EDTE 251 Submission Cover sheet. The softcopy is available on iLearn, you will be penalized if you do not submit your assignment with the specified cover sheet.

Components

• Ensure all assignment parts are labelled clearly and included in your submission.

• Your assignment will be marked based on what is received – any omissions will not be accepted.

TASK 3:  ENGLISH ASSESSMENT

Design lessons of ENGAGING TEACHING and LEARNING based on POETRY: Stage 1 or Stage 2

Date due:                                                         Week 11 (May 22 4pm)

Weighting:                                                       30%

Inclusions:                                                       Part B and E:  700 words total

                                                                        Maximum 5 PowerPoint slides Part C

3 Lesson plans (and any resources) 

Unit outcomes assessed:                               1, 2, 3, 4

Graduate capabilities assessed:                    1, 2, 4, 5, 9

Australian Professional Standards:                2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4

You will be assessed on how well you:

• demonstrate a working knowledge of the Stage 1 or 2 English Syllabus outcomes and content through selecting suitable poetic texts;
• use strategies appropriate for teaching different language modes through the creation of learning tasks;
• display effective skills in planning engaging learning activities appropriate to the class using a chosen text, and the outcomes of the Stage 1 or 2 syllabus;

and

• communicate appropriate knowledge of English syllabus content and pedagogy with satisfactory clarity,  skill and critical reflection.

TASK: There are 5 parts.

PART A: Choice of Concept and Three Poems

Choose ONE focus topic from the following:

Unusual Characters   or Travel Adventures or Animal Activities

Find three (3) poems suitable for Stage 1 or Stage 2 students based on your topic.

The Suggested Texts for the English K-10 Syllabus NSW Board of Studies will give you examples of Poetry Anthologies where you can start your selection.

The 3 poems you select need to be appropriate to:

• Your topic;

• Your Stage and Year group and students’ interests and abilities; and

• Use in interesting ways in class to develop a range of learning activities

None of the texts introduced in lectures or tutorials may be used. Only one set of song lyrics or one prose poem can be included as part of your 3 choices.

PART B: Poems and Rationale

State your Topic and the full titles of your THREE poems. Make sure you include the poets’ names.

Write a brief rationale explaining why you have chosen this focus topic for your class and what you plan to explore in the topic, your reasons for selecting the three poems and how they reflect your focus topic.

State the Year group in the Stage for whom you are planning this work.

Word limit:  300 words

PART C: The Poems

Prepare 4 to 5 PowerPoint slides showing your Focus Topic and the FULL TEXT of each of your 3 poems.

Remember these slides must be clearly and professionally presented and ready to use in the classroom to show your students.  

You need to print out each slide to include in your assignment submission- these must be easy to read.

PART D: Lesson Plans

Plan THREE lessons, of 40 minutes each; you may use one or more poems per lesson but each of the 3 poems must be included somewhere in the 3 lessons. In total you create 3 lesson plans and these do not have to be linked.

The lessons will use your poem(s) to explore your Focus Topic in some way, support the relevant content of the syllabus and will be designed to suit students in the Year you have selected.

Each lesson will include:

• The poetry as the main text –you may use one or more poems per lesson but each of the 3 poems must be included somewhere in the 3 lessons.
• The focus topic being developed
• Each one lesson will highlight ONE of the following:
  • Speaking and listening activities
  • Language based activities for poetry
  • Writing and representing activities

This means you prepare 3 lessons so these 3 aspects will have been covered. Each lesson provides varied, engaging learning activities and targets different language skills. For example, one lesson, using one or more poems, will focus on speaking and listening activities.

• K-6 English relevant syllabus outcomes and content dot points for each lesson; and
• A clear list / presentation of any resources you will use in the lesson, including ICT.

The lesson plans must be presented in Macquarie University format. An example of an appropriately detailed lesson plan will be given in the lecture and tutorials in Week 1.

These 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.

PART E: Activities and Reflection

Provide ONE specific example of an activity, using at least 2 of your 3 poems as a reference, to develop the students’ skills and understanding in each of the following:

• Creative word play  

• Patterns of sound

Explain briefly what you are hoping your students will understand, learn and achieve in these activities. Be clear about your purpose and your processes. You may use one or two poems per activity.

Word limit for this Part: 400

Submission requirements

Cover sheet

Use the EDTE 251 Submission Cover sheet. The softcopy is available on iLearn, you will be penalized if you do not submit your assignment with the specified cover sheet.

Components

Ensure all assignment parts are labelled clearly (B to E) and included in your submission.

Your assignment will be marked based on what is received – any omissions will not be accepted.

To be held during the formal examination period.

Weighting:                                                                   30%

Unit outcomes assessed:                                           1,2,3,4

Graduate capabilities assessed:                                1,2,3,5,

Professional standards assessed:                             2; 3

Length:                                                                        2 hours+10 minutes reading time.

Format: will be advised through iLearn

Content: You will be examined on your knowledge and understanding of the material covered in the lectures and workshops for both the English and Mathematics KLAs.

One component of the examination will require students to demonstrate their ability to write (printing and cursive styles) using NSW Foundation Handwriting.

You will need to be familiar with the lecture material and slides and the key concepts of this unit and the material explored in your Workshops. Revise your studies by focusing on, and thinking about, the core groupings/topics that have framed this unit.

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 First Half Year commences during the week after classes finish.

You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations.

http://www.timetables.mq.edu.au/exam

The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at

 http://www.reg.mq.edu.au/Forms/APSCon.pdf

If a Supplementary Examination is granted as a result of the Special Consideration process the examination will be scheduled after the conclusion of the official examination period. The date will be prescribed.

You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official examination period.