EDF5857 Assessment Overview (Individual)
Assessment Task 2: The second assessment task builds upon the work of the first task requiring you to situate the learning sequence within a larger integrated unit which makes links to other curriculum areas and the cross-curriculum capability of critical and creative thinking. This unit will also provide links with further opportunities to enhance science learning beyond the classroom and assessment will be embedded within this learning sequence.
A short rationale will be provided along with a reflective critique of the planning experience.
Assessment Task 2
This assignment are primary School in Vic Australia, use VIC curriculum
Learning design and reflective critique (1200 words)
You need to select a topic and position your science learning sequence within this topic.
You can select your own topic or you can select a topic from the list below:
TOPICS:
My story
My everyday world
Moving around
Same and Different
Identity and Diversity
The Past in the Present
Exploring Change
Sharing our Planet
Patterns of Change
Relationships
Systems
Finding a Balance
Well Being
Survival
Energy & Life
From Farm to Table
Making a Difference
Once you have selected your topic, continue to draw from a range of curriculum documents and resources to create relevant, authentic learning opportunities through an and integrated planning approach which will incorporate an additional 3 learning experiences to your existing science unit, developed within the bounds of this particular topic for your chosen year level.
Section 1
Extending the overview information
Extend the overview table you submitted with assessment task 1 to include the following.
Identify and link learning to 2 other curriculum areas: Apart from science, list 1other curriculum area that will be meaningfully developed and strongly linked though this topic. (Check curriculum).
List further Curriculum outcomes: List additional curriculum learning outcomes from this new area that will be developed in this unit (you may be able to see links between these outcomes and the science learning sequence you have developed). Hyperlinks to curriculum outcomes are acceptable in the submission to reduce words
Identify how this unit could develop the cross-curriculum capabilities of critical and creative thinking Explain (using dot points) how critical and creative thinking can be developed in this unit.
Learning sequence: Group assessment
In this submission you will redesign the table you developed in assessment task 1 which outlined the learning sequence in science and you will add 3 additional learning experiences which incorporate learning from the 1new additional area. Again, as in assessment task 1, the information below can be recorded as a table of your choice. NOTE: formal lesson plan templates are not required.
• Build upon the learning sequence from assessment task 1 and provide 3 additional learning experiences which incorporate learning from the 1 additional curriculum area you have listed. These experiences can integrate learning from the 2 areas (i.e. science and the additional area), e.g., though excursions, citizen science activities, STEM learning or through projects involving a local community group. In this way learning is not broken into sections but is enhanced through integration.
• Order all the experiences to indicate a new learning sequence of 6 overall experiences. This now includes the 3 newly added experiences and the 3 science learning experiences (from assessment task 1). The new experiences can be positioned before, after the experiences you developed in your science learning sequence. On completion of this section your overall unit should now consist of 6 sequenced learning experiences.
• Align each new learning experience with a specific learning intention (draw from the learning outcomes listed in the overview
• For each learning experience provide an example of how learning will be assessed, e.g., a specific strategy.
• Provide for each experience a list of the required learning and teaching resources. Also list any sources of information that were accessed to support your planning.
Word count/equivalent: 1000 words equivalent (1000 per group member)
Section 2
Reflective critique (800 words) Individual assessment.
This section
requires you to consider what you have learnt about planning primary science as a result of your work in assessment task 1 & 2.
• What have you learnt from the experience of planning a learning sequence in science, then embedding this within an integrated unit of work to develop the final resource? In particular, consider what you have learnt about the role of context as a way of supporting student learning in science and how and why teachers are required to monitor student progress and development.
• What will you take with you from this experience into your future science teaching?
Presentation requirements:
• This work will be submitted as either a Word or PDF document in the Moodle Assignment Dropbox:
What will you be doing? To build on the work you completed in Assessment Task 1, you will now consider how your science learning sequence could become part of a larger integrated unit of work. You will choose an overall topic and consider how the science learning sequence could add value to this topic and what other curriculum areas could also be incorporated to enhance student learning of both the science concept and the overall topic.
Why are we doing this?
The use of topics that bring together a range of learning areas to guide learning and teaching is quite specific to the work of primary school teachers. A topic is selected because it provides a rich context for student learning, meeting both curriculum requirements and student learning needs. Topics enable teachers to place learning within relevant and authentic learning contexts so that students can see the relevance and importance of their learning. Sometimes schools have established a set list of topics which are used by every grade across the school or specific topics for specific levels. This task will build your capacity to work within such school-based planning approaches.
• How will I learn? You will use collaboration, research and experience to further develop your skills and understanding. You will work with your partner to research together, share ideas, discuss and consider, make decisions, narrow options and select the most useful and construct evidenced based justifications. You will collaboratively document your resource. Drawing on these experiences you will then individually reflect on your own learning and development as a primary science teacher and what have you learnt from the experience about the role of context as a way of supporting student learning in science, how and why teachers are required to monitor student progress and development and what you will take with you from this experience into your future science teaching?
Responding to the following considerations will help you begin your planning:
• What potential do the topics in our chosen year level provide for enhancing the science learning we have planned? (Explore topic list and draw from your experiences in class workshops). Select a topic in which you would like to embed your science planning.
• What other curriculum areas could we draw from which link not only to this topic but also the science learning? What are students expected to learn in terms of knowledge and skills in these areas and how might we relate this learning to the science learning we have already developed? (Explore Victorian Curriculum)
• What is critical and creative thinking? Are these the same type of thinking? How could these ways of thinking be developed in this unit? (Check research literature and a range of teaching resources).
• What types of learning experiences are suitable for this age level and with this developing these curriculum areas? (Check a range of teaching resources, particularly integrated units and also read what research literature says about integrated approaches)
• How will learning be assessed in each activity? Are some of the approaches used in science also useful in other areas of learning? (Check curriculum and related teaching and learning documents).
