Assessment name

Professional Plans

Task description

Consider the assessment data provided and develop a Geography sequence of lessons for a Primary or Early Childhood class. Drawing on your analysis of the assessment data, identify areas of weakness in relation to literacy and numeracy. Then, develop a Context Statement and Geography sequence of lessons (include fieldwork, ICTs) and differentiated pedagogies to cater to the weaknesses and diversity of your class. Your Geography lesson sequence may also include a Civics focus if appropriate.

This is an authentic assessment because teachers will develop targeted, short lesson sequences to address concerns in literacy and numeracy om designated learning areas.

Due Date

Wednesday, 6^th September 2023 submitted via CANVAS site by 11.59pm.

Length

2000 words +/-10% (word length includes in-text referencing and excludes your reference list, appendices, curriculum descriptors and words in the lesson sequence template)

Weighting

60%

Individual or Group

Individual

Formative or Summative

Formative and Summative

How will I be assessed

Rubric (HD – LF)

Learning outcomes measured

1. Demonstrate theoretical/practical knowledge and understanding of the concepts, substance and structure for the effective teaching of geography and civics.

2. Demonstrate knowledge and understanding about quality differentiated teaching practices that can be used in geography and civics classrooms to meet the full range of student abilities.

3. Embed ICTs, numeracy and literacy in designing effective geographical learning and teaching sequences using data from various assessment

4. Engage and communicate verbally and non-verbally effectively.

The assessment relates directly to APSTs

1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 3.6, 5.1, 5.4

What you need to do

Consider the assessment data and develop a Context Statement and HASS (Geography/Civics) Sequence of Learning Activities for a Primary or Early Childhood class using the lesson sequence template. Follow these guidelines:

1. Select a year level and any topic from the Geography strand (HASS Prep – Year 6).  You may also include a Civics focus from the same year level if it can be linked well to Geography (this is your choice to do so). For e.g.,

- Prep: My special place

- Year 1: My local area

- Year 3 Geography: Australia’s neighbouring countries

- Year 5 Geography: Natural hazards.

2. Consider student assessment data provided. It refers to student achievement on a range of literacy, numeracy and ICT-related tasks from a previous Geography / Civics unit (student data applies to EC and Primary)

3. Analyse the data and determine the strengths and weaknesses of the student cohort (related to literacy and numeracy).

4. Context statement for a Geography/Civics sequence of lessons.

- State topic; explain scope of the topic and skills to be taught.

- Describe the class – who are your students and what are their strengths and weaknesses?

- Identify at least 2 students who may require additional classroom support (for example ASD, dyslexia, G&T, EALD etc.)

- Write a short analysis of the student assessment data.

- Indicate differentiated pedagogies to promote inclusion:

a) address strengths and weaknesses (literacy/numeracy) of the class

b) cater to student diversity (the 2 students already identified)

- Argue the significance of the topic/skills for this cohort.

5. Sequence of Learning Activities (approximately 5 hours of teaching) in the lesson sequence template.

- Must include a key inquiry question

- Sequence activities using a geographical inquiry approach (E.g., 5 Es)

- Include fieldwork and use of ICTs

- Fieldwork will account for at least 1 – 2 hours of on-site activities and teaching; include pre and post fieldwork activities in lesson sequence.

- Clearly describe each activity and key resources to be used.

- Include formative assessment (e.g., outcome of fieldwork).

6. One teaching resource (focus on literacy, numeracy or ICT and one CCP) to be used in an Appendix. (Resource can be ‘original’, ‘adapted’ or ‘adopted’. Please reference clearly.)

7. Reference List (APA style; must include a reference to the curriculum + minimum 4 – 5 other references used in Context Statement, lesson sequence and resources.

If Civics is included, ensure it is a strong fit and can be integrated well into the Geography unit.

Word count:

a) Context Statement: 300 - 400 words approx. text; + in-text references to curriculum, subject matter, geography teaching strategies, differentiation. Ensure you make specific reference to the student data.

b) Lesson Sequence: 1500 – 1600words approx. description of learning activities; + in-text references to any adopted/adapted activities.

Resources available to complete task

· Student Assessment Data

· Lesson Sequence Template

· QUT cite|write – APA guide

· How to submit an assignment with Turnitin

What you need to submit

One Adobe PDF document or Microsoft Word document that contains the following items:

1. Assignment Cover Sheet – must include:

· unit code, unit name, semester and year, assignment title, student name, student number, word count (if applicable)

· the following statement of authorship:

In submitting this work, I declare that, unless otherwise acknowledged, this work is wholly my own. I understand that my work may be submitted to Turnitin and consent to this taking place.

2. Lesson Sequence (incorporating selected curriculum descriptors; Context Statement; description of Learning activities)

3. One teaching resource (Appendix)

4. Reference List

Submission requirements

This assessment task must:

1. use QUT APA referencing for citing academic literature

2. be submitted in electronic format as an Adobe PDF document or Microsoft Word document via CANVAS by following these steps:

a. Access the Turnitin Submission link >>View/Complete

b. Click on the Submit button

c. Give the submission a title, select the correct file and click Upload

d. Click Confirm

e. Click Return to Assignment list

f. To check successful submission, you will receive a text match %, and you are able to resubmit, view or download your paper

g. ALWAYS check your student email for the submission receipt

Moderation

All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised.

Academic Integrity

As a student of the QUT academic community, you are asked to work to uphold the principles of academic integrity during your course of study. QUT sets expectations and responsibilities of students, more specifically it states that students “adopt an ethical approach to academic work and assessment in accordance with this policy and the Student Code of Conduct. E/2.1 (MOPP C/5.3 Academic Integrity).

At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by ‘others’ to support and inform their work, always making due acknowledgement to the source. While we encourage peer learning, it is not appropriate to share assignments with other students unless your assessment piece has been stated as being a group assignment. If you do share your assignment with another student, and they copy part of or all of your assignment for their submission, this is considered collusion and you may also be reported for academic misconduct.  If you are unsure and need further information you can find this at http://www.mopp.qut.edu.au/C/C_05_03.jsp#C_05_03.03.mdoc.