TASK 1 ENGLISH UNIT OF WORK

TASK: You will design a unit of work of English content for either Stage 2 or 3 based on ‘Australia! Story Country’.

Date due:  ASSESSMENT ONE English Assessment Due Thursday September 8, 2016 (8am) to Turnitin.

Word limit:                                            ~ 800 words + Unit of work

Unit outcomes assessed:                   1,2, 3, 5

Graduate capabilities assessed:        1, 2, 4, 5, 6, 9

Australian Professional Standards:    2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4, 6.2, 6.4

You will be assessed on how well you:

• demonstrate a working knowledge of the Stage 2 or 3 English Syllabus outcomes and content through reading and evaluating suitable literary texts;
• use strategies appropriate for teaching different language modes through the creation of learning tasks;
• display effective skills in planning a sequence of engaging learning activities appropriate to the class using the chosen text, and the outcomes of the Stage 2 or 3 syllabus; and
• communicate appropriate knowledge of English syllabus content and pedagogy with satisfactory clarity, skill and critical reflection.

‘Australia! Story Country’ is the theme of the 2016 Children’s Book Week (The Children’s Book Council of Australia). How would you interpret this theme?

From the following list, select at least ONE text (fiction or non-fiction), for either Stage 2 or 3, that reflect your interpretation of ‘Australia! Story Country’:

• NSW BOSTES: Suggested Texts for the English K – 10 Syllabus

• NSW Premier’s Reading Challenge 2016 book list https://online.det.nsw.edu.au/prc/booklist/home.html

• The Children’s Book Council of Australia – Book of the Year (2016 and past winners and notables) https://cbca.org.au/book-of-the-year

You can add complementary multimedia texts from other sources (e.g. YouTube, Pixar, ABC.com.au, National Geographic, National Indigenous Television…etc.).

None of the texts introduced in lectures or tutorials may be used. The list of texts to be used in lectures/tutorials will be uploaded to iLearn by Week 3.

There are two parts to the assignment, and you must answer both parts.

PART A: Rationale (15%)

In Part A, you will explain the rationale of the design of your unit of work of English content. You should include the following sections:

1. State the titles of your chosen text(s): Explain your reasons for selecting the texts and how the texts may enable students to develop understanding about the book week theme, ‘Australia! Story Country’ (~200-word).

1. Describe the Year group in the Stage for whom you are planning this work, and provide some information about your group. The unit of work must consider the diversity of learners. You must show how you will plan the learning experiences for students of varying abilities, including EALD students (~100-word).

1. Critique published teaching resources of your texts and explain your planned adaptations with reference to at least FIVE relevant academic readings: You are expected to source teaching resources of your texts (e.g. resources published by authors/publishers/libraries/teachers…etc.) and then explain how you adapt the materials in your unit of work based on cited academic readings (~500-word).

1. 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 readings.

• Academic readings must be sourced from reputable academic journals and publishers, and should be relevant to English teaching and learning with primary school students.

• Doctoral and Master dissertations do not count towards your FIVE academic readings.

• 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. A substantially short presentation will be penalized.

PART B: Unit of work for the English programme (20%)

In Part B, you will present a unit of work based on your chosen Cross-Curriculum Priority and text(s):

1. The duration must be 5 weeks with 2 lessons per week;

1. The unit is to be used in an English programme, the selection of Outcomes should be relevant to the NSW K – 10 English Syllabus;

1. The unit should be suitable for Stage 2 or 3 students, with adjustments for students of different capabilities;

1. The unit should include teaching, learning and assessment activities;

1. The unit should address the theme, ‘Australia! Story Country.’, and it should be sequenced coherently across 5 weeks;

1. The unit could be adapted from published teaching resources, but you are expected to make considerable adaptations.

1. The unit must be presented in the template provided to you on iLearn.

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

1. The unit should be represented in a legible manner, and submitted in Cambria/Times New Roman (Font size 12).

1. There is no word count for this part.

TASK 2 MATHEMATICS UNIT OF WORK

TASK: You will design a mathematical sequence of ten (10) learning experiences (unit of work) for students in Stage 2.

Design a sequence of learning experiences (unit of work) for Stage 2 students based on related concepts from two substrands of the Mathematics K-6 Syllabus and Working Mathematically. The learning experiences should be based around a specific focus question, problem, context or theme that is focussed on the mathematical concepts.

Date due:  ASSESSMENT TWO Mathematics Assessment Due Thursday November 3, 2016 (8am) to Turnitin.

Word limit:                                                        1500 words

Unit outcomes assessed:                               1,2, 3, 5

Graduate capabilities assessed:                    1, 2, 4, 5, 6, 9

Australian Professional Standards:                2.1, 2.2, 2.3, 2.5, 2.6, 3.2, 3.3, 3.4, 6.2, 6.4

You will be assessed on how well you:

• demonstrate a working knowledge of the Stage 2 Mathematics K-6 Syllabus outcomes and content by linking to suitable learning experiences;
• use differentiation strategies so that students who are: working towards the Stage (support); working at Stage (core group); and working beyond the Stage (enrichment) is included;
• display effective skills in planning a sequence of ten (10) engaging learning experiences that link together with Working Mathematically and at least two Mathematics substrands, e.g. Measurement (area) linked with Geometry (tessellations), or Measurement (area) linked with Number (multiplication)..
• communicate appropriate knowledge of the Mathematics K-6 syllabus content and pedagogy with satisfactory clarity, skill and critical reflection

There are two parts to the assignment, and you must answer both parts.

PART A: Rationale: 300 words

In this section you will explain the rationale for the design of your ten learning experiences. Please ensure that:

1. You state the Year group for whom you are planning this work

1. You provide a rationale for the suitability of your chosen focus question, problem, context or theme, i.e. what are the mathematical concepts being developed?

1. You indicate the two strands or substrands of the Mathematics K-6 Syllabus that will be addressed across the ten learning experiences. NOTE: EVERY learning experience must be integrated with Working Mathematically. 

1. You explain your reasons for creating the learning experiences linking two substrands, and why you believe it will be appropriate for your selected Year group.

1. You must support your arguments with at least FIVE academic readings.

1. You include the word count at the end of Part A

PART B: The sequence of learning experiences (1200 words)

In Part B you will present a description of the sequence of learning.

1. The unit must be presented in the template provided to you on iLearn.

1. Your unit of work spans 10 learning experiences (not 10 lessons) over a period of 4 weeks, and that you explain how each learning experience will enable students to develop an understanding of the particular concepts and skills.

1. Each learning experience builds on the previous ones in a logical manner.

1. The unit should be suitable for Stage 2 students, with planning for students of different abilities;

1. The description should include teaching, learning and assessment activities;

1. The sequence of learning experiences should be linked to your question, problem, context or theme.

1. The unit should be written so that a Stage 2 teacher could teach from it without questions needing to be asked to clarify your intentions.

1. The unit should be submitted in Cambria/Times New Roman (Font size 12) with 1.5 - 2 line spacing.

1. A word count should be included at the end of Part B

PART C:

Reference list (not included in your word limit):

• Use APA referencing.

• Academic readings must be sourced from reputable academic journals and publishers, and should be relevant to Mathematics teaching and learning with primary school students. Please see this Unit Guide’s reference list.

• Doctoral and Master dissertations do not count towards your academic readings.

• 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, curriculum documents and teaching guides are not counted as academic reading (e.g. NSW K – 6 Syllabus).

TASK 3: EVIDENCE BASED PROFESSIONAL DEVELOPMENT (5%)

Students are required to complete

Either 1) Research participation  OR  2) Critical analysis of a research study

Date due:  Upload to Turnitin (November 11, 2016, 4pm).

Weighting:                                                       5%

Unit outcomes assessed:                               1,2, 4, 5

Graduate capabilities assessed:                    1, 2, 4, 5, 6, 9

Australian Professional Standards:                6.1, 6.2, 6.4

1). Research participation

1. TWO hours of research participation in studies being conducted by staff members in the Department. Credit will be awarded on a pro rata basis with 1 hour = 2%. Online study participation will be capped at 1 hour maximum; and

Task 3 Performance description standards (Research participation)

Credit

2 hours participation certified by project investigators

4%

1 hour participation certified by project investigator

2%

Participation not certified by project investigator

0%

Non participation

0%

1. A 250-word reflection (1%) on your participation experience (e.g. your understanding of academic research, the linkage between academic research and teacher professional development, academic careers…etc.).

Task 3 Performance description standards (Reflective essay)

Credit

A 250-word reflection essay that includes critical reflection with reference to the participated projects.

1%

Non-submission.

0%

You will be assessed on

• the quantity of your participation; and

• the quality of your reflective writing.

You will not be assessed on the choices of research projects. Project investigators will not access the research data until after the release of the final grades

Students are required to upload their participation certificates and reflective writing to Turnitin. A list of projects will be uploaded to iLearn by Week 3.

2) Critical analysis of a research study

1. Students are required to submit a 400-word critical analysis of a published study (the assigned readings will be uploaded to iLearn by Week 3);

1. A 250-word reflection (1%) on your academic experience (e.g. your understanding of academic research, the linkage between academic research and teacher professional development, academic careers…etc.).

You will be assessed on

• how critical you were in analysing the published study;

• how you make connection between the research and the Australian curricular documents; and

• the quality of your reflective writing.

Task 3 Performance description standards (Critical analysis)

Credit

A critical analysis of the study with reference to at least 2 other academic readings

4%

A competent analysis of the study with reference to 1 other academic readings.

3%

A competent analysis of the study with no reference to other academic readings.

2%

An adequate analysis of the study with no reference to other academic readings.

1%

Non submission

0%

Task 3 Performance description standards (Reflective essay)

Credit

A 250-word reflection essay that includes critical reflection with reference to the assigned academic reading.

1%

Non-submission.

0%

To be held during the formal examination period.

Unit outcomes assessed:                   UO1, UO2, UO3, UO4, UO5                

Graduate capabilities assessed:       GC1, GC4, GC5, GC6, GC7, GC9 

Australian Professional Standards:   2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4                       

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.