Assessment overview

 

The purpose of this assessment is to provide you with a realistic example of what planning a lesson within your practicum experiences is like. You will be required to complete two lesson plans, one relating to a humanities lesson and the other to a health and physical education lesson. The lesson plans you produce will be guided by background information relating to the curriculum content that must be covered and the class context.

Assessment details

 

Your assessment will consist of the following two sections:

 

1. The creation of two engaging and pedagogically-relevant lesson plans, covering the following areas and year levels:

History – Year 3

Food and Nutrition – Foundation.

 

2. An accompanying justification for both lesson plans that provides a critical analysis and evaluation of your teaching choices. You must demonstrate a clear connection between your teaching choices and the background information, such as class composition, previous learning experiences etc. It is expected that this justification is supported by appropriate academic readings.

 

Within the Assessment section of Blackboard, you will find templates for each of these lesson plans. These templates provide some background information about the school, the makeup of the class, and the learning context for the lesson, which will guide your planning. Both the descriptions of your lessons and their justification must be entered into the remaining blank sections of this template.

 

These templates provide some background information about the school, the makeup of the class, and the learning context for the lesson, which will guide your planning. Both the descriptions of your lessons and their justification must be entered into the remaining blank sections of this template.

 

To be able to pass this

 

1 Knowledge of planning, principles and pedagogy relating to Humanities, Health and Physical Education (40%)

Lesson planning has a clear and logical order. All elements are succinctly described. Demonstrates a sophisticated understanding of contemporary Humanities/Health PE pedagogical principles. Utilises a range of relevant Humanities/Health & PE teaching approaches that support the teaching of content and have been carefully chosen to relate to the particular class context

 

2 Critical analysis and evaluation (40%)

Demonstrates an ability to synthesise a wide range of meaningful and relevant examples and academic readings to provide a sophisticated and succinct justification of why the activities, experiences and resources have been chosen to support the teaching of AC content description(s). The particular needs of the class context have been clearly identified. There is a sophisticated critical justification and evaluation of the lesson elements according to contemporary Humanities/Health & PE pedagogy supported by a range of academic readings.

 

3 Academic expression (20%)

The ideas are presented in a wellstructured and logical order. The work is free from any spelling errors or problems with grammar. All sources are referenced correctly in APA style.

 

References:

 

Australian Curriculum and Assessment Authority, ACARA (2014) Australian Curriculum retrieved from http://www.australiancurriculum.edu.au/

 

What isn’t counted in the word count?

· The AC Descriptors – are NOT included in the word count.

· Websites – again these will not be included in the word count but you must clearly outline in your lesson plan what activities students will be doing.

· Appendices and reference lists are not included in the word count. But please be aware that the Appendices must be supporting evidence – eg Worksheet: you need to outline what students are doing in the lesson plan and provide the worksheet as support.

 

It is important to note that for the Year 3 history lesson two Australian Curriculum content descriptions have been selected that you must include( ACHHK064 & ACHHK063) .

In addition to these two descriptors , you also need to choose and address at least two Historical skills (you can include more than 2 if you like). These are NOT included in the word count.

Each of the learning areas within Humanities (History, Geography, Civics and Citizenship and Economics and Business) have two strands –

1.Knowledge and Understanding; and

2.  Skills.

 

Lesson Year Level:   Learning Area:

Australian Curriculum content Descriptors to be covered in the lesson:   Historical Knowledge and Understanding Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064) Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063) Historical skills: (please complete) Skill one:________________________________________________________ Skill two:________________________________________________________ Optional:_____________________________________________________

 

 

 

 

· This lesson is part of a broader inquiry unit of work. The key inquiry question of the unit is “How and why do people choose to remember significant events of the past?” .

· Remember that this lesson must be situated in the finding out phase of the inquiry process (See Week 2 readings for further information about this phase).

In the FINDING OUT PHASE focus activities should:

· Further stimulate the students’ curiosity

· Provide new information which may answer some of the student’s earlier questions

· Raise other questions for students to explore in the future

· Challenge the students’ knowledge, beliefs and values

· Help students to make sense of further activities and experiences which have been planned for them

 

It is expected that all information that has been provided is reflected in your lesson plans. The

two lesson plans have deliberately been constructed to have different school context, class composition, year levels and learning context.

Year 3 History:

School context

· This is a high achieving school as reflected in recent Naplan results.

· This is a school which is above average for a metropolitan school with a high Index of Community Socio-Educational Advantage (ICSEA). It is a school where 65% of the student population are considered to be within the higher socio-economic banding used by ACARA

· The school is currently trialing the 1:1 iPad program

 

Class information

· 25 students

· Multiculturally diverse range of students

· Fairly balanced gender mix

· Several members of the class are recent arrivals to Australia

· Many students in the class respond well to visual material

· No students are currently receiving additional academic support for literacy and numeracy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

History Year 3

Background provided It is expected that this background information is reflected in the lesson plan below.

School context This is a high achieving school as reflected in recent Naplan results.   This is a school which is above average for a metropolitan school with a high Index of Community Socio-Educational Advantage (ICSEA). It is a school where 65% of the student population are considered to be within the higher socio-economic banding used by ACARA   The school is currently trialing the 1:1 iPad program   Class information 25 students Multiculturally diverse range of students Fairly balanced gender mix Several members of the class are recent arrivals to Australia Many students in the class respond well to visual material No students are currently receiving additional academic support for literacy and numeracy   Learning context   This lesson is part of a broader inquiry unit of work developing students’ understanding of the Year 3 History key inquiry question: How and why do people choose to remember significant events of the past?   This lesson is situated as part of the ‘finding out’ phase of the inquiry process.

Australian Curriculum Content Descriptions to be covered in the lesson plan

Historical Knowledge and Understanding Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)   Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)   Historical skills (select at least two skills you will address within this lesson, complete in your lesson plan)

 

 

 

Lesson Year Level:   Learning Area:	Australian Curriculum content Descriptors to be covered in the lesson:  Historical Knowledge and Understanding Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan (ACHHK064)   Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. (ACHHK063)   Historical skills: ( please complete) Skill one:________________________________________________________________________   Skill two:________________________________________________________________________   Optional:________________________________________________________________________
Lesson sequence	Activities, resources and experiences (use dot points) approx. 400 words	Justification for choices made (include reference to academic readings) approx. 600 words
Introduction   How will you gain the students attention, engage the interest of the students?
Body of the lesson   Describe each activity and the order in which they will be undertaken.
Conclusion How will you draw the lesson ideas together so that the students can evaluate what they have learnt?   If this lesson is positioned at the beginning or the middle of a learning sequence, you would need to include how you will prepare the students for the next lesson.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 2: Food & Nutrition Foundation

 

· It is important to note that for this lesson two descriptors have been selected that you must include:

Being healthy, safe and active

· Name parts of the body and describe how their body is growing and changing (ACPPS002)

 

Contribute to healthy and active communities

· Identify actions that promote health, safety and wellbeing (ACPPS006)

In addition to these two descriptors , you also need to address the following:

· General capabilities: Literacy & numeracy;

· All Cross curriculum priorities must be considered in this lesson.

Lesson Year Level:   Learning Area:

Australian Curriculum content Descriptors to be covered in the lesson:  Being healthy, safe and active Name parts of the body and describe how their body is growing and changing (ACPPS002) Contribute to healthy and active communities Identify actions that promote health, safety and wellbeing (ACPPS006) General capabilities: Literacy and numeracy (please list here) All cross-curriculum priorities are to be considered. (please list here)

Rather than list a content description for these – briefly outline which of these are covered. For example ‘Literacy & Numeracy’ listed here.

For more information on General Capabilities and Cross Curriculum priorities – please refer to the HPE overview in the AC.

 

Learning context Foundation Food & Nutrition lesson:

· The students have already looked at food groups and are developing an understanding of what food is needed for their bodies to grow. They have taken part in an incursion where a dietician from the local community visited the school to assist the development of this understanding.

· The lesson needs to encompass sustainability and home economics and promote intercultural understanding whilst highlighting health promotion.

This lesson does not have to be part of an inquiry unit of work.

 

It is expected that all information that has been provided is reflected in your lesson plans. The

two lesson plans have deliberately been constructed to have different school context, class composition, year levels and learning context.

· School context

· This is a school which is below average for a metropolitan school with a high Index of Community Socio-Educational Advantage (ICSEA). It is a school where 50% of the student population are considered to be within the lower socio-economic banding used by ACARA. Culturally diversity is a strength of this school and it has an active parent support group who willing engage and participate in class activities.

 

 

· Class information

· 25 students – majority Foundation with a small group of younger Year 1 students

· The ratio of males to females is 1:1

· Indigenous students 1%

· Language background other than English 79%

You will notice that the School context and class information differs for the two lessons. You need to use this information when you are planning your lesson. For example –

· One of the schools has been highlighted as a high achieving school in recent Naplan results while the other hasn’t.

· Both classes have 25 students;

· One of the classes has a number of students that respond well the visual material.

How might these factors affect your planning of each lesson?

 

Lesson sequence	Activities, resources and experiences (use dot points) approx. 400 words	Justification for choices made (include reference to academic readings) approx. 600 words
Introduction How will you gain the students attention, engage the interest of the students? Include approximate allotted time for Intro	· Use Dot points · Include website addresses and hyperlinks so they can be accessed by your ELA · Include any worksheets as an appendix	You can use a combination of dot points and paragraphs. You are required to use the template. It is expected that the justification is to sit alongside the each section of the lesson sequence, to allow you to address your reasons for each section.
Body of the lesson Describe each activity and the order in which they will be undertaken. Include approximate allotted time
Conclusion How will you draw the lesson ideas together so that the students can evaluate what they have learnt? If this lesson is positioned at the beginning or the middle of a learning sequence, you would need to include how you will prepare the students for the next lesson. Include approximate allotted time

 

 

 

Justification

· You need to include a justification of why activities, experiences and resources have been chosen to support the AC content description(s).

· Include connections between the class context and activities chosen – why will each activity suit this class?

· Incorporate discussion of appropriate & contemporary pedagogy for Humanities / Health & PE

· The justification must be supported with academic readings and examples.

 

Example

 

You already know how we’ll be marking your assessment

· We will definitely be using the rubric

· Seriously, we have no choice!

· We cannot give you marks for things you do that are not on the rubric eg if you include a lesson plan for a different year level / subject;

· We must subtract marks for things you don’t do that are on the rubric

SO…. follow the rubric!

· Constantly refer to it while you’re constructing your lesson plans

· Assess your work against it when you’ve completed your first draft

· Go back and change aspects that could be improved

· Your grade should not come as a surprise to you

 

 

To be able to pass this

 

1 Knowledge of planning, principles and pedagogy relating to Humanities, Health and Physical Education (40%)

Lesson planning has a clear and logical order. All elements are succinctly described. Demonstrates a sophisticated understanding of contemporary Humanities/Health PE pedagogical principles. Utilises a range of relevant Humanities/Health & PE teaching approaches that support the teaching of content and have been carefully chosen to relate to the particular class context

 

2 Critical analysis and evaluation (40%)

Demonstrates an ability to synthesise a wide range of meaningful and relevant examples and academic readings to provide a sophisticated and succinct justification of why the activities, experiences and resources have been chosen to support the teaching of AC content description(s). The particular needs of the class context have been clearly identified. There is a sophisticated critical justification and evaluation of the lesson elements according to contemporary Humanities/Health & PE pedagogy supported by a range of academic readings.

 

3 Academic expression (20%)

The ideas are presented in a wellstructured and logical order. The work is free from any spelling errors or problems with grammar. All sources are referenced correctly in APA style.

 

Suggestion

What about the Background information that has already been provided?

· You do not need to include the background information on your submission. You do of course need to use this to plan your lesson.

Where do I put the AC Content Descriptors?

· These should be included at the beginning of the template – include your AC descriptors that you are required to choose (see above for further details) Remember the AC Descriptors are NOT included in the word count.

What about the word count?

· The word count is 2000 words (+/- 10%). You can see from the Lesson plan template that we suggest that you use 1000 words for each lesson(400 words for activities and 600 words for the justification for each lesson).

· Appendices and reference lists are not included in the word count. But please be aware that the Appendices must be supporting evidence – eg Worksheet : you need to outline what students are doing in the lesson plan and provide the worksheet as support;

· Websites – again these will not be included in the word count but you must clearly outline in your lesson plan what activities students will be doing.

Format:

· Font size should be 12pt Arial throughout. Text should be black. Point form can be used throughout the table and these should be clearly structured. In contrast, the justification can be a combination of dot points and paragraphs. Spelling, grammar and punctuation should all be correct.

What about an Introduction and Conclusion?

· The word count does not give any room for an Introduction and Conclusion! Your submission just needs to include the two lesson plans . The lesson plans MUST be set up using the template provided.

One reference list , following this insert Appendices

· Only include one reference list (after the two lesson plans). Following this include any appendices

· While the rubric doesn’t give mention to referencing, to achieve a HD you will need to include information that you have sourced from academic sources

· Evidence can be cited for any information and/or assertions (teacher practices, organisational facets of schools, educational psychology, etc) that you make in your justification section. You can look for this evidence in a number of places:

· Teaching textbooks

· Weekly readings

· ACARA resources e.g. http://www.australiancurriculum.edu.au/

· Only put references in your reference section that you have cited in your justification section – correctly formatted in APA style. A typical reference for an electronically sourced article, for example, includes the original journal publication information as well as the URL or DOI for the source. e.g.

 

Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number(issue number if available). Retrieved from http://www.someaddress.com/full/url/

 

Food and Nutrition Year Foundation

Background provided It is expected that this background information is reflected in the lesson plan below.

School context This is a school which is below average for a metropolitan school with a high level of economic disadvantage, with a low Index of Community Socio-Educational Advantage (ICSEA). It is a school where 50% of the student population are considered to be within the lower socio-economic banding used by ACARA. Culturally diversity is a strength of this school and it has an active parent support group who willing engage and participate in class activities.   Class information 25 students – majority Foundation with a small group of younger Year 1 students The ratio of males to females is 1:1 Indigenous students 1% Language background other than English 79%   Learning context This lesson is part of a unit on ‘Food and Nutrition’ where the teacher is integrating home economics and sustainability to enhance Foundation level students understanding of being healthy. The Foundation students started the unit by looking at food groups and developing an understanding of what food is needed for their bodies to grow. An incursion from the dietician at the local health centre has occurred as there are concerns about rising health problems in the area.   The lesson you will be planning for will take into account this information and also consider how to promote intercultural understanding whilst highlighting health promotion.

Australian Curriculum Content Descriptions to be covered in the lesson plan

Being healthy, safe and active Name parts of the body and describe how their body is growing and changing (ACPPS002)   Contribute to healthy and active communities Identify actions that promote health, safety and wellbeing (ACPPS006)   General capabilities: Literacy and numeracy   All cross-curriculum priorities are to be considered.

 

 

 

 

Lesson Year Level:     Learning Area:	Australian Curriculum content Descriptors to be covered in the lesson:  Being healthy, safe and active Name parts of the body and describe how their body is growing and changing (ACPPS002) Contribute to healthy and active communities Identify actions that promote health, safety and wellbeing (ACPPS006) General capabilities: Literacy and numeracy (please list here) All cross-curriculum priorities are to be considered .(please list here)
Lesson sequence	Activities, resources and experiences (use dot points) approx. 400 words	Justification for choices made (include reference to academic readings) approx. 600 words
Introduction   How will you gain the students attention, engage the interest of the students?
Body of the lesson   Describe each activity and the order in which they will be undertaken.
Conclusion How will you draw the lesson ideas together so that the students can evaluate what they have learnt?   If this lesson is positioned at the beginning or the middle of a learning sequence, you would need to include how you will prepare the students for the next lesson.