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EMT410 Assessment item 1

Assignment 1
Value: 50%
Due date: 07-Apr-2017
Return date: 03-May-2017
Submission method options
EASTS (online)
Task details

School context (500 words approx.)

As the NSW Advice on programming and assessment documents and learning modules
indicate, it is important to design teaching programs that take account and advantage of the
interests, needs, experiences, abilities and areas of significance of students, teachers, and their
community (BOSTES, 2003). To help bring this authenticity and a focus to your work on this
task, you are required to develop a context for the programs and plans that you develop. The
following points are key to planning for teaching and learning and need to be addressed in
your depiction of a context. For this task use a local and/or familiar school and community.
Be sure to anonymise any details so that schools cannot be readily identified.

Explain the school and community location (rural isolated, regional, or metropolitan)
Explain demographics including SES (Socio-economic status)
Explain composition of NESB students (Must contain at least 10%)
Explain relevant industry and/or community links in the area
Explain school timetable (e.g. fortnightly rotating, lesson lengths, etc.)
Explain the needs, interests and abilities of the students
Explain the available support (teachers aide, Aboriginal Community Liaison, etc.)

Scope and sequence plan (500 words approx.- not including syllabus material)
Continuing to build context for the tasks that follow, this section of the assignment requires
you to develop a scope and sequence plan. This plan needs to cover all of Stage 5, i.e. all of
the units in years 9 and 10 for a 200 hour course.

The subject to cover will be one of:

B/M Teach students: Graphics Technology OR Textiles Technology OR Food Technology
OR Industrial Technology (Engineering)
B Ed (TAS) students: Graphics Technology OR Textiles Technology (whichever is your
minor area of study, unless you studied it in EMT446)

The scope and sequence plan must:

represent an application of project-based learning, i.e. each of your units will have a project-
based approach;
include unit overviews that indicate their title, duration, and clearly describe the design
focus of the unit and what the students will be doing (approx. 100 words each);
identify the outcomes to be completed in each unit (all course learning outcomes to be
covered between the units)

THEN: Justify your scope and sequence you have developed in terms of the context you
have explained (500 words)
Outcome mapping grid
Lists of numbers representing course outcomes have little meaning unless they are organised
in a way that enables them to be easily interpreted. Develop a single page matrix (see
Agricultural Technology sample in the Programming and assessment advice document) to
show how and where the syllabus requirements are addressed by mapping the units against
the syllabus outcomes.

Lesson plans
From three of the units that you have developed, create ONE lesson plan for each unit. The
three lesson plans will be for
One unit a lesson teaching a manipulative skill
One unit a lesson teaching an aspect of risk assessment
One unit a lesson dealing with an ethical issue

Across the lessons indicate clearly the explicit literacy/numeracy strategies and what ICTs
strategies are used.

The lesson plans must indicate which unit of work they are linked to and all need to include:

one or more clear and assessable lesson outcomes based on the syllabus learn about and/or
learn to outcomes;
identified actual learning and teaching resources;
establishment of STEM connections;
use of ICTs;
a range of learning experiences to suit different learners needs;
a range of teaching strategies (must involve questioning identified questions for
discussion and other class interactions (student to student, teacher to student, student to
content) that produce evidence of learning at appropriate cognitive levels)

For one of the lessons, complete a risk assessment and develop a Safe Work Method
Statement (SWMS) for the tasks to be undertaken within it.

Assessment for learning

Develop for one of the lessons an instrument to be used for assessing and recording student
performance, for the purpose of providing feedback that contributes to students learning.
Explain how the instrument would be used, and justify its suitability for the lesson including
discussion about how it will provide feedback on your teaching as well as student learning.


This assessment task is one which enables the demonstration of authentic teacher capabilities.
It in part assesses the subject outcomes, 1,2, 3, 4, 5 and 8

Marking criteria

Feedback and marking rubric

Aspect High Distinction Credit Pass standard Fail Weight
Distinction standard standard
Context Explains all Describes all Details of the
required required school
aspects of the aspects of the context are
school context school context missing,
realistically concisely. unclear, 5
and inappropriate,
concisely. or only listed.
Scope and Program design: caters for the needs of students, and/or Program
Sequence areas and aspects of community significance design and/or
Plan Syllabus requirements: appropriate emphasis, all syllabus
outcomes addressed, all core/essential content covered and requirements
integrated into a project and/or focus area, sequencing, have not been
learning in specified balance of practical and theoretical met, or are
activities, number and nature of projects as not linked to
prescribed, appropriate time assigned to all units the context.
A variety of units are planned over the two years of the
program; 10
Unit descriptions are clear and concise overviews of each
unit of work
Units are of appropriate time and depth, and increasing
sophistication and challenge
Justification discusses the relationship between the
context and the nature of the projects/units planned
Lessons Overall design: meets needs, interests and abilities of the Lesson plan
students requirements
Outcomes: manageable in number, appropriate lesson are not fully
outcome developed from relevant identified learn about met
and learn to outcomes (alignment)
Length of lesson: appropriate time and depth
Resources: sufficient, relevant, variety
Learning and teaching activities: suitable for the content
being addressed and include use of ICTs, utilise a range of
learning and teaching strategies/techniques appropriate to
the students, including opportunities for students to
engage in questioning and dialogue.
Activities and materials and equipment used in accord
with all relevant regulations, legislation, guidelines, and
Evidence of learning: observable that allows judgement on
achievement to be made 30
Content: required content is all addressed
A variety of A variety of A variety of Uses teaching Inappropriate
innovative, well-aligned aligned and learning teaching and
creative and and creative teaching and strategies and learning
original well- teaching and learning tasks strategies and
aligned learning strategies and tasks are
teaching and strategies and tasks appropriate to selected,
learning tasks appropriate to the context and/or these
strategies and appropriate to the context do not reflect
tasks the context The Risk is the needs of
appropriate to The Risk is explained and the school
the context The Risk is explained and SWMS context and/or
explained and SWMS identifies safe the syllabus
The Risk is SWMS identifies safe practice. requirements.
analysed and describes safe practice. Risk analysis
SWMS and realistic and/or the
explains and practice. SWMS is
reflects safe incomplete,
and realistic and/or include
practice. unsafe

Assessment Instrument to be used for assessing and recording student

for learning performance, provides feedback that would contribute to
student learning.
Explains Explains Describes the Identifies an Does not
realistically realistically instrument instrument explain or
and concisely how the used, and that would be only describes
how the instrument describes its used, lists its or outlines
instrument would be suitability for suitability for how the 5
would be used, and the lesson and the lesson and instrument
used, and explains its how it will how it will would be
justifies its suitability for provide provide used, and
suitability for the lesson and feedback on feedback on does not
the lesson and how it will teaching as teaching as justify
how it will provide well as well as through
provide feedback on student student explanation
feedback on teaching as learning. learning. its suitability
teaching as well as for the lesson
well as student and how it
student learning. will provide
learning. feedback on
teaching as
well as