EDFX343 Assessment two - Jessica Chahine
docx
keyboard_arrow_up
School
Australian Catholic University *
*We aren’t endorsed by this school
Course
343
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
9
Uploaded by PresidentDolphin4257
EDFX343 ASSESSMENT 2: LEARNING
SEQUENCE
PLAN
Student name / number: Jessica Chahine – S00224457
Situational Analysis (not included in word count) Christ the King school is a Catholic primary school that supports the idea of a safe and supportive learning environment as it is believed this will greatly contribute to positive and successful learning for all students (Christ the King Primary School, 2017). The school located in Newcomb; Victoria caters to 255 students. These students come from many different cultural backgrounds Amongst the students there are approximately 20 different nationalities with Vietnamese and other Asian cultures being the most dominant. The school caters for Year 1 to Year 6 and has an additional two Prep classes. The Stage One, Year One learning classroom is set up in a flexible and traditional learning style. Students sit in table groups of five, having them rotate each term to ensure collaborative learning and social engagement. The class has a total of 25 mixed gender students with 11 males and 14 females. The learning is differentiated with extended learners and scaffolded learning with two students who are EAL/D. This means the classroom differentiation is necessary, when planning a scope and sequence. The classroom is run by the main classroom teacher who is also accompanied by one learning support teacher (TA). In addition to this there is also an RFF teacher that visits the students once a week to teach (for an hour) them Language (Italian). Data Instrument (80 words)
Throughout the lessons the teacher (T) will be consistently monitoring the students (Ss) progression. The teacher will ensure of the assessment strategies which include summative, formative and assessment as learning.
The teacher will be directed to observe for the spur-of-the-moment assessment opportunities therefore the different forms of assessment is necessary to create a flexible learning environment in turn students will be assess through traditional and creative methods (Churchill et al., 2018). Doing this, the teacher can collect the appropriate data to construct and form and effective unit of work for upcoming learning (Greenstein, 2010). Curriculum Scope and Sequence (not included in word count)
OUTCOME
Week 1
Week 2
Week 3
Week 4
Week 5
English - plans, composes and reviews a small range of simple texts for a variety
of purposes on familiar topics for known readers
and viewers (EN1-2A)
plan, compose and review simple imaginative, informative and persuasive texts on familiar topics
use effective strategies to plan ideas for writing, e.g., making notes, drawing, using diagrams, planning a sequence of events or information
create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal
reread and edit text for spelling, sentence-
boundary punctuation and
text structure (ACELY1662, ACELY1672)
compose a range of written forms of communication, including emails,
greeting cards and letters
elements appropriate to the audience and purpose (ACELY1661, ACELY1671)
Math
- describes mathematical
situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols (MA1-1WM)
- supports conclusions by explaining or demonstrating how answers were obtained (MA1-3WM)
recognise the symbols for dollars ($) and cents (c)
recognise that total amounts can be made using different denominations, e.g., 20 cents can be made using a single coin or two 10-
cent coins
determine whether there is
enough money to buy a particular item (Problem Solving, Reasoning)
Count and order small collections of Australian coins and notes according to their value (ACMNA034)
use the face value of coins and notes to sort, order and count money
Science
- uses materials, tools and equipment to develop solutions for a need or opportunity
(ST1-2DP-T)
-identifies how plants and animals are used for
food and fiber products
(ST1-5LW-T)
represent and communicate observations and ideas in a variety of ways (ACSIS029, ACSIS042)
consider safety, sustainability and time constraints when producing solutions (ACTDEP007)
recognise needs or opportunities for designing solutions through evaluating products
identify technologies and appropriate materials needed to realise designed solutions (ACTDEP005)
generate ideas for design solutions for a defined purpose
record design ideas using labelled and annotated drawings including simple digital graphic representations (ACTDEP006)
identify the positive and negative impact of a design solution within an environment (ACTDEP008)
Rationale (120 words)
In preparation of this unit of work the stage one, year one has been selected to come up with a sustainable product to sell at the end of
term Market Day. The class will focus on designing a vegetable garden in response to this aiming to sell the vegetables that may grow in
the garden. Students will collect and sell the vegetables grown for a gold coin donation. Additionally, they will also need to create a persuasive letter to the principle discussing why it is so important to design and have a vegetable garden within the school. This persuasive letter will then serve as a summative assessment at the end of the unit of work. This unit of work has been constructed to include a wide range of learning experiences including class discussions, explicit teaching, independent research and incorporates the use of ICT (Foreman & Arthur-Kelly, 2017, p.184-185). Additionally, by allowing this type of learning teachers are prompting social engagement and student interaction (Churchill et al., 2018) therefore resulting in academic success.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Cross-Curriculum Priorities and /or General capabilities (80 words)
Sustainability Vegetable Garden: Students are to construct their own vegetable garden
Literacy
Persuasive Letter: Students will write a persuasive letter to the principle explaining the benefits of having a vegetable garden at the school
Numeracy
Money: Students will use play money to buy the sustainable products on the market day. ICT Capability
ICT: Students will incorporate the use of ICT for research purposes, watching and learning.
(iPad and interactive white board)
Critical and Creative Thinking
Creativity: Students will be critical and creative when they construct their vegetable garden. They will also use critical and creative thinking throughout their persuasive letter. Overview of teaching and learning experiences for the 5-week integrated unit of work (1150 words) Concepts and skills – indicate key learning area and content Teaching strategies and learning experiences
ICT/Resources/
Differentiation What instructional strategies will the teacher
use?
What will the students do?
ENGLISH
plan, compose and review simple imaginative, informative and persuasive texts on familiar topics -
Inquiry-based learning -
Technology in the classroom (ICT)
-
Group discussion
-
Formative assessment (Ss) will be introduced to the idea about the Market Day and how they have been selected to sell a product of sustainability. (Ss) are told that they will also need to write a persuasive letter to the principle explaining why it is important to have a school vegetable garden. (Ss) will be involved in a class discussion on what a market day is. PROMPTING QUESTIONS:
Who has been to the markets before?
What is it like? (Ss) will recap on what sustainability is by watching a video on sustainability on the IWB. - Interactive White Board - Classroom books
SCIENCE
identify technologies and
appropriate materials needed to realise designed solutions (ACTDEP005)
-
Explicit teaching -
Independent work -
Technology in the classroom (ICT)
-
Class/ Group work
(Ss) will start to construct their vegetable garden.
(Ss) will research on their iPad the different martials they will need to design their garden (Ss) is to write a list of things they will need in their workbooks. (Ss) will gather and understand the materials required to make a vegetable garden. - iPads
- Writing books - Pencils - White board - Markers
- Learning support officer (TA) to help students who
ENGLISH
use effective strategies to plan ideas for writing, e.g., making notes, drawing, using diagrams,
planning a sequence of events or information
MATH
describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols
(Ss) will recap on what persuasive text is and highlight the language they need to use to be persuasive. (Ss) will create a class mind map on the whiteboard of the different words they can use in their persuasive letter that promotes the idea of a vegetable garden at the school. (Ss) will count how many class members they have so they can determine how much vegetables they will need to harvest. Differentiation: - (TA) will work closely with (Ss) who are EAL/D. are EAL/D
SCIENCE
consider safety, sustainability and time constraints when producing solutions (ACTDEP007)
MATH
determine whether there is enough money to buy a particular item (Problem Solving, Reasoning)
ENGLISH
create short imaginative,
informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less -
Hands On
-
Cooperation -
Role Play learning -
Group discussion
-
Independent work (Ss) will construct their vegetable garden using the appropriate tools. (Ss) will water their garden and monitor it throughout the week. (Ss) will discuss how much they wish to sell the vegetables for at the market day stall. (Ss) will start to compose a draft copy of their letter to the principal in their workbooks. (Ss) will edit their work and correct their grammar. Differentiation: - (TA) will work closely with (Ss) who are EAL/D and assist them with their writing and editing. Fast Finishers:
- Use their iPads and research the following to be
presented to the class
How long it takes for the vegetable to - Garden Tools
- Work books - Learning support officer (TA) to help students who are EAL/D
- iPads
familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1661, ACELY1671)
reread and edit text for spelling, sentence-
boundary punctuation and text structure (ACELY1662, ACELY1672)
grow?
How often do we water the garden?
Does this vegetable like the sun or the shade? MATH
recognise the symbols for dollars ($) and cents (c)
use the face value of coins and notes to sort, order and count money
-
Hands-on -
Cooperation -
Role Play learning (Ss) will harvest their grown vegetable. (Ss) will determine the cost of the vegetable. MARKET DAY
(Ss) will have set up their market day role playing
as farmers and will sell their vegetables to each other using money provided (PLAY MONEY). ENGLISH
compose a range of written forms of communication, including emails, greeting cards and letters. -
Independent -
Differentiation -
Summative assessment
Summative assessment: (Ss) will construct a detailed persuasive letter to the principle discussing the benefits of sustainability and how the vegetable garden promotes it. Differentiation:
- Enabling (Ss) will work in a group with the (TA) to write their letter together. - Paper - Pencils
- Learning support officer (TA) to help students who are EAL/D
Key
ICT – yellow
Resources – blue
Differentiation – green
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Criteria sheet for assessment of learning - summative (50 words)
The summative assessment requires the students to construct a persuasive letter addressed to the principle indicating the importance of a vegetable garden at their school. This is to further support the idea of sustainability and learning about the environment. Students who are EAL/D will collaboratively work with the learning support officer (TA) to construct their letter. Summative assessment Rubric (520 words)
Criteria
Well above expected
standard
Above expected standard
Expected standard
Below expected standard
Well below expected
standard
English Persuasive writing. Math Money and Counting Science and Technology
Sustainability Student demonstrates an outstanding ability to construct a persuasive letter. Student demonstrated correct grammar, wrote within a letter format and stated two or more effective reasons to add to their response. Student demonstrates the ability correctly count and identify the Australian dollar and can clearly understand the value of each coin Student demonstrates extensive knowledge on sustainability.
Student demonstrates extensive knowledge on how to accurately identify sustainable practices. Student demonstrates an ability to construct a persuasive letter. Student used correct grammar, wrote within a letter format and stated two or more reasons to add to their response.
Student can count and identify the Australian dollar and understands the
value of each coin
Student demonstrates knowledge on sustainability.
Student demonstrates knowledge on how to accurately identify sustainable practices. Student can construct a persuasive letter. Student used appropriate grammar, wrote within a letter format and stated one reason to add to their response.
Student can count and identify the Australian dollar. Student demonstrates some knowledge on sustainability.
Student demonstrates some knowledge on how to identify sustainable practices. Student attempted to construct a persuasive letter. Student is working towards
using correct grammar. Student outlined one reason to add to their response. Student is working towards
understanding how count and identify the Australian dollar.
Student is working towards
gaining the knowledge on sustainability.
Student needs a teacher assistant to construct a persuasive letter. Student is limited in their understanding how count and identify the Australian dollar.
Student is limited in their understanding of what sustainability is.
References (not included in word count)
ACARA (2020) My School; Christ the King Primary School retrieved from
https://www.myschool.edu.au/school/45984
Churchill, R., et al (2018). Teaching: Making a Difference
. (4th ed) Milton, Queensland: Wiley. Greenstein, L. (2010). What teachers really need to know about formative assessment. ASCD. NSW Education and Standards Authority (NESA). (2017) NSW English K-10 Syllabus. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10
NSW Education and Standards Authority (NESA). (2017) NSW https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10
NSW Education and Standards Authority (NESA). (2017) NSW Science and Technology K-6 Syllabus. Sydney: Author http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help