EDSS611 Assessment 2 details
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School
University of South Australia *
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Course
MMET
Subject
Arts Humanities
Date
Apr 3, 2024
Type
docx
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4
Uploaded by CorporalMaskJay28
Student name: Thi Linda Dang Student ID: S00368091 ASSESSMENT 2:
DIGITAL LEARNING RESOURCE (SITE
VISIT) Details This task has two parts and will assist you in understanding the importance of using authentic learning experiences, such as community resources* to support the teaching of History, Geography, Civics and Citizenship, Economics and Business in the primary classroom.
Through research, evaluation and critical analysis as well as considering a range of pedagogical approaches, you will create a digital learning resource presented as a website (Weebly/Wix) on a site study visit with links to current and relevant curriculum/syllabus documents.
*Community resources are sites that enable place-based learning to occur. These can be historical, geographical, cultural, societal, sporting, natural, built, memorials, museums, locations, physical, virtual.
Due date:
Friday 19th April at 5.00pm
Weighting:
20%
Length and/or format:
1500 words
Purpose:
The purpose of this assessment is for you to understand the importance of using authentic learning experiences such as community resources to support the teaching of History or Geography education in the primary classroom, which is key to creating active and informed citizens.
Learning outcomes assessed:
LO1, LO2
How to submit:
A link must be provided via the template provided (Appendix 1).
Assessment Description:
This task has two parts and will assist you in understanding the importance of using authentic learning experiences, such as community resources* to support the teaching of History, Geography, Civics and Citizenship, Economics and Business, in the primary classroom.
Through research, evaluation and critical analysis as well as considering a range of pedagogical approaches you will create a digital learning resource presented as a website (Weebly / Wix) on a site study visit with links to current and relevant curriculum / syllabus documents.
*Community resources: are sites that enable place-based learning to occur. These can be historical, geographical, cultural, societal, sporting, natural, built, memorials, museums, locations, physical, virtual.
ASSESSMENT DETAILS
Student name: Thi Linda Dang Student ID: S00368091 Part A: Visit to Community resource
1.
Arrange a visit to a community resource in your city or surrounding areas.
2.
Prior to going:
Visit the website for your community resource and plan what you want to achieve whilst there.
Access your relevant state-based curriculum / syllabus and decide which Year
level this community resource would be best suited to.
3.
Organise a visit to a community resource for at least 2 hours. This replicates a 2-
hour timeslot schools generally have on site.
4.
During your visit, take lots of photos for use in your digital resource (to avoid copyright infringement).
5.
Take a photo of yourself in a clearly identifiable location at the community resource to substantiate your attendance. This must be included as part of your digital learning resource.
Supporting Readings:
Preston, L. (2015). The Place of Place-Based Education in the Australian Primary Geography Curriculum. Geographical Education, 28, 41–49.
Part B: Digital Learning Resource
1. Using your experience/s from Part A, create a digital learning resource using a digital
tool (Wix, Weebly).
2. Critically reflect on how your chosen community resource supports the teaching of the Humanities. Reference to research literature is required.
The site should contain the following separate pages:
Introduction and purpose:
the introduction should include your name, the title of this unit and describe the purpose of the site and why you have created the content being housed. Include your photo to substantiate attending the site. (100 words)
Context
: a brief description outlining the significance of the community resource, its location, its purpose, and your own photos of your community resource visit with captions. (100 words)
Links to Conceptual Knowledge and Curriculum/Syllabus
: provide details of the chosen stage/year level and content area selected. Include relevant Cross Curriculum Priorities and General Capabilities. (100 words).
Learning Experience & Supporting Resources
:
create 2 resources for the chosen
year/stage that can be used by teachers to promote authentic learning using your chosen community resource. (up to 300 words each).
Student name: Thi Linda Dang Student ID: S00368091 The learning experiences should be supported with 4 appropriate resources (e.g., a mix
of web-based and text/visual resources).
These should be annotated for their usefulness supporting the learning experience. (100 words each resource)
Please note these are not lesson plans and should not be written up as such.
Critical Reflection
:
drawing upon your visit and using appropriate literature on place-
based learning, site visits, museums, or community resources, prepare a critical discussion which clearly states how and why Primary teachers might use a community resource as an authentic learning experience to strengthen the History or Geography teaching and learning experiences for primary school aged students, and how it could be effective in engaging and deepening student learning. Reference to research literature is required. (500 words)
Things to Consider:
•
Appropriate for use by teachers to promote authentic learning using your chosen community resource.
•
Included graphics/images to decorate your page (remember to use your own to avoid copyright infringement)
•
Effectively used hyperlinks to websites
•
Quality design and ease of navigation with your site
•
Is visually appealing and engaging for teachers and students
•
Utilised appropriate literature where relevant
REFERENCE o
Saxby, C. (2022). Iceberg: A Life in Seasons (
J
, Racklyeft)
. Allen and Unwin.
o
Allen and Unwin. (2022). Iceberg. https://www.lamontbooks.com.au/media/197879/iceberg.pdf
o
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Student name: Thi Linda Dang Student ID: S00368091