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Assignment 1
Value: 50%
Due date: 06-Apr-2018
Return date: 30-Apr-2018
Length: Approx 3,000 words (not including syllabus materia
Submission method options
EASTS (online)
Task
Task details
• 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 (teacher’s 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.
FOR
B/M Teach students: Graphics Technology OR Textiles Technology OR Food Technology OR
Industrial Technology (Engineering), OR FOR
B Ed (TAS) students: Graphics Technology OR Textiles Technology (whichever is your minor area of
study, unless you studied it in EMT446), OR
FOR
Justify your scope and sequence you have developed in terms of the context you have explained (500
words)
Lesson plans
From three of the units that you have developed, create ONE lesson plan for each unit. The three
lesson plans will in
Across the lessons indicate clearly the explicit literacy/numeracy strategies you have employed and
what ICT’s based 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 and referenced actual learning and teaching resources;
• identifies and explains STEM connections;
• how ICTs are used
• a range of learning experiences to suit different learner’s 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
THEN:
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.
Rationale
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