Unit of Work for Secondary School Students
Assessment task 2: Unit of work for secondary school students with critical analysis
Assessment task link to unit learning outcomes: This task links to learning outcomes 1, 2, 3 and 5:
1. understand the scope of the digital technologies curriculum across secondary school levels
2. plan, resource, teach and assess digital technology lessons that reflect an understanding of education policy, theories, research principles and methods particularly in the junior levels at school
3. develop units of work that include differentiated and inclusive approaches that reflect relevant curriculum and pedagogy for learners in Australian and international contexts with a particular focus on Years 7 to 10
5. identify current ideas about how students learn and some implications for their digital technology classes.
Australian Professional Standards for Teachers?:
2.1, 2.2, 2.3, 2.6, 3.2, 3.4, 3.6, 5.1
For further APST information, please refer to: https://sites.google.com/monash.edu/student-resource-bank/apst
Details of task: This assignment asks you to develop and document a teaching unit of work for ICT students.
This task will include:
An outline of a unit of work: A high quality submission will include clear details about the curriculum outcomes and the sequence of lessons/learning activities that will be used to achieve those outcomes. Unit outlines often include a lot of information in a concise format and it will be important for you to review other examples (see the Moodle site) and consider which information is useful.
Three consecutive lesson plans: A high quality submission will provide details about the learning goals for that lesson and link these to the broader curriculum goals. It should clearly indicate what the teacher and students will be doing at any point in the lesson along with the supporting resources. It should outline the learning environment challenges, identify any safety issues and detail the assessment and feedback used to evaluate how students have achieved the learning goals. See the class Moodle for lesson plan templates and examples.
Resources supporting these lessons: A high quality submission will include the carefully curated collection of sufficient resources (or links) to teach and assess this unit of work, e.g. worksheets, discussion prompts, group activities, video tutorials, websites, screenshots or work samples that summarise what students should be doing and how they will achieve this.
Critical analysis of the unit: A high quality submission will discuss in detail the the pedagogy, problems, potential advantages, and other issues that form the context of the unit. Some students may have actually taught some of these lessons and if so, can include their evaluative reflections as part of this analysis.
Additional lesson plan templates, details of task and criteria will be provided in the virtual learning environment during the semester.Word count/equivalent: 2600 words (or equivalent)
Weighting/Value: 60%
Presentation requirements: See task and marking criteria for details.
Individual assessment in group tasks: This is an individual assessment task.
Additional information: Not applicable.
Criteria for marking: The marking schedule is below. Additional details will be provided online.
Unit outline (20 marks – 600 words or equivalent)
Lesson plans for at least three lessons (30 marks – 800 words or equivalent)
Resources to support the lessons (20 marks – 600 words or equivalent)
Critical reflection (20 marks – 600 words or equivalent)
Quality of writing and presentation (10 marks)
It is important for teachers to communicate clearly and accurately. A high quality submission will clearly communicate with no ambiguity or errors.