ASSESSMENTS Assignment 1: EPE510Student Name Student Number Unit lecturer Enrolment Status (Internal or External) Date of Submission Title of Lesson / learning experience The following sections – Part 1 Sections 1-4 are Assignment 1 A and are due Friday midnight Week 4 Part 1: Written Introduction (1500 words): Who are your students? (Week 1) 350 Words Context Learning Outcome Early Childhood Primary Streamed students: Identify a Learning Outcome from the EYLF that will focus your lesson/activity. Your EPE510 placement will be in a Pre-School, so it is important to also note the following year of focus (where your students are going). YOUR LESSON/ACTIVITYFollowing YearYear Level: Pre-School (Ages 3-5 years)Year Level: TransitionEYLF Learning Outcome: Australian Curriculum (Foundation) Content Descriptor: ID CODE: What are students going to learn? (Week 2) 300 Words Graphic Representation Declarative and/or Procedural Knowledge Learning Intention How do you engage students in learning? (Week 3) 350 Words How will you gather and document data about what students know? (Week 4) 350 Words Forms of Assessment Valid, Reliable and Fair Model How will learners show you what they have learned? (Week 5) 150 Words Success Criteria Assignment 1 A up to here! Due Friday Week 4 midnight The following sections – Part 1 Section 5, Parts 2, 3 and 4 are Assignment 1 B and are due Friday midnight Week 8 5. How will learners show you what they have learned? (Week 5) 150 Words• Explain how you will decide whether the students have learnt the concept or skill from your lesson and how theseelements link to the Success Criteria. Remember that the success criteria are tangible criteria that you can easilyidentify (a checklist). (Approx. 150 words) Part 2: Lesson Plan (1500 words): *Please use the Lesson Plan Template Part 3: Reflection (500 words): Rationale for Reflective and Reflexive practice from literature Peer Reflection Part 4: References and Appendices Reference list in APA (include unit readings, resources, web pages that have been used in both Part 1 and Part 2 of this assignment)Appendices: Resource list including classroom layout, worksheet attachments etc. EPE510 – Assignment 1 Template Part 2: Design a Lesson focused on Assessing Prior Knowledge Please use this template to maximise efficient use of space/words. Include all the sections shown. There are many different ways to develop a lesson plan. For the purposes of this unit and assignment, please use the following template. The italicised elements provide guidance on how key elements need to be written. Please write your responses in the white spaces provided. EYLF Outcome: Year Level/Age: Length of lesson in minutes: Topic/Theme: Learning Intention (objective) Students are learning to: *Describe x , *Demonstrate x , *Evaluate x Students are learning to: Success Criteria (assessment): *Describe the key indicators of what meeting the learning intention look likeStudents will be able to: Lesson Sequence: Timings:Teacher Activity: What the teacher says, does, resources, grouping etc.Student Activity: How the students are organised, what they will be doing and thinking about.Resources Required for Each Part of the Lesson Class/room layout, teaching aids and equipment, ICT use etc. 10% of lessonHook: Interesting and engaging way to entice and interest students to your lesson (question, problem, image, artefact, link to prior knowledge etc.). Share purpose for learning. 20% of lessonIntroduction (Beginning): Present the learning intention to students. Explain the purpose for learning. Demonstrate learning task and elicit what learning will look like (student led success criteria). You may wish to jointly construct task with class, before moving onto the next stage.* Append resources to the end of this assignment 50% of lessonBuilding of Lesson (Middle) Describe what students should be doing and how students are organised to complete task (e.g.: groups, pairs, individuals). 20% of lessonConclusion/Summary (End) Revise learning intention. Consider how students will evaluate and share their learning, against success criteria. Identify how this lesson relates to the purpose for learning (big picture) and links to the next lesson. Be specific about what kind of evidence of learning is expected. The following sections – Part 1 Section 5 Parts 2-5 are Assignment 1 B and are due Friday midnight Week 8 Insufficient Emerging Developing SecuringCurriculum KnowledgeProvides some curriculum information but it is limited and not aligned with task or student context. Subject knowledge is vaguely described or confusing for the reader. Identifies a single curriculum strand of focus and specifies the previous, current and following year level. Demonstrates some detail in subject-specific knowledge.General capabilities are acknowledged within the lesson plan.Identifies key ideas within the curriculum. Clearly navigates prior and future knowledge across a content strand. Transferrable (academic)knowledge is well understood. Curriculum content descriptors are aligned with context and/or are aligned with the selected subject knowledge area. Interprets the curriculum intent and connects appropriate subject-specific knowledge. Recognises complexity of knowledge to be taught and selects content relevant to the student cohort.Context Knowledge The context description is vague. The lesson is not relevant to the students. Neither the students nor context have been described adequately to justify teaching decisions. Learning task selection has not been sufficiently informed by theory. Student disengagement is likely. The lesson has been developed for a specific cohort. The stages of child development have been considered in the learning task. Students are provided with opportunities to engage in learning. Student context is described in detail. Links to prior and future knowledge are considered in the lesson sequence. The lesson is pitched at an appropriate level of child and adolescent development.The learning task responds to unique student needs and interests and links to cross-curricular capabilities and learning. The learning sequence is carefully scaffolded to ensure students can connect with the learning. Sufficiency detailed to allow a relief teacher to conduct the lesson. Teaching and learning sequenceThe lesson is generic: The learning intention and/or learning task is irrelevant, too busy or contains distracting elements. The learning sequence is vague or teaching decisions are un-justified. Resources are not described or are unprepared.The lesson is achievable: The learning intention is clear. Students are explicitly shown how to complete the task. Lesson is clearly signposted beginning, middle and end.Includes supportive ICT or teaching aids or resource/s. The lesson is fit for purpose: The learning intention is measurable and achievable. The learning task builds on prior knowledge and is designed to create interest. The students are organised effectively. Success criteria are described as key indicators of learning. Lesson conclusion relates to student achievement. Resources are considered and relevant. Learning experiences allow learning intentions to be met.The lesson is suitably challenging, relevant and purposeful. The Learning task is engaging, rich and clearly aligns with the focus of learning. Student agency is afforded within the learning design. Relationships are made to broader concepts within the subject knowledge area. Students are likely to enjoy and connect with the learning journey.Assessment PrinciplesAssessment Strategies limited in range or non-existent; principles of assessment rarely considered.The way in which student learning data will be collected has been identified.The form of assessment is clear and appropriate for the age group.Explanations of validity, reliability and fairness are evident.A model (e.g. Blooms, SOLO, DoL) has been described.Data collection methods are clearly articulated, and link to the selected form of assessment. The form of assessment is appropriate for the age group and is potentially engaging for the students. Explanations of validity, reliability and fairness are justified in relation to the form of assessment. A model used to design the assessment is described to show structure and scaffolding to the learning.The assessment methods are suitably challenging, purposeful and linked to a form of assessment. The assessment is age appropriate and clearly linked to the teaching and learning sequence. Explanations of validity, reliability and fairness are justified in relation to the form of assessment. A model used to design the assessment is described to show structure and scaffolding to the learning. Clear examples between the lesson plan and the model are articulated and justified.Presentation Assignment is incomplete. It is difficult for the reader to locate author’s understanding of unit learning outcomes. Limited interaction with unit readings. Assumes the reader understands how to navigate the lesson information, without reference to curriculum or context. Written in first person/journal style not suitable for the audience. All elements of assignment task are complete, and the document is mindful of a professional audience.The assignment draws on unit readings, which are included in the reference list. The lesson plan is useable and acknowledges the reader by describing the learning sequence in second/third person imperative form.Assignment is easy to read and navigate. The lesson is creative and reflects deep engagement with unit materials. Professional sources compliant with APA guidelines. Lesson plan includes sufficient detail to be delivered by an experienced teacher.The document is professional and carefully structured. The organisation of the document allows the reader to focus on the nuances in learning design. Lesson plan is sufficiently detailed that it can be delivered by any teacher. Assignment 1 Rubric
