Assessment Marking Key

EDSM 16 and EDSS 16 Teaching Method: Religion and Life

Forward Planning Document, Lesson Plan and Assessment Task

Student Name: ____________________________________

Exceptional Excellent Good Satisfactory Limited/ Unsatisfactory

Aspect assessed Unit Overview Document

Outline of the academic abilities; cultural & spiritual interest; and, faith situations of the senior secondary students

Forward Planning Document

Religion and Life Content:
appropriate content from R & L identified appropriate link to Catholic understandings identified description of lesson introduction, body and conclusion variety of relevant teaching strategies evidence of catering for different learning styles linked and educationally sequenced appropriate use of Catholic understandings resources and assessment clearly established appropriate to age/content identified relevant skills identified relevant values identified suitability of Religion and Life teaching experiences to the content identification of relevant and current resources suitability of resources wide variety/range of different types of resources identified and used methods of assessment indicated weightings of assessment indicated variety of assessment types applied to evaluate student achievement i.e. formal & informal assessment timeline included complies with WACE assessment principles

Learning Experiences - each lesson described has detailed:

Resources

Assessment

The University of Notre Dame Australia, Fremantle Campus 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 Tel: (08) 9433 0555 Fax: (08) 9433 0544 Email: fremantle.reception@nd.edu.au Internet: www.nd.edu.au ABN: 69 330 643 210 CRICOS PROVIDER CODE: 01032F

UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2014

Lesson Plan
Lesson Organisation student prior knowledge identified content/learning points appropriate and sufficient detail appropriate lesson objectives stated teacher preparation includes reflection on faith witness teacher preparation includes worksheets/teaching aids/support material/resources e.g. library, IT/equipment provision for learner diversity sufficiently detailed inclusion and application of Religion and Life concepts content, skills Lesson Delivery introduction to lesson is engaging/relevant presentation clear and includes questions/instructions/groupings etc motivates and engages students detail of lesson content, structure, strategies and key questions evidence of a variety of learning and management teaching strategies appropriate lesson steps/progression inclusion and application of Religion and Life concepts, skills and content lesson closure reviews the lesson outcomes teacher content notes, worksheets and answers

Academic Literacy
clear and concise sentences used grammar used is appropriate and accurate standard Australian spelling is used punctuation is appropriate and accurate School of Educations APA format of citation/references is followed Adheres to format requirements inclusion and application of Religion and Life concepts/terminology GRADE:

General Comments

Signature:

Date:

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2014

SCHOOL OF EDUCATION

Student Name & ID: ______________________________ Learning Area : __________________________________

FORWARD PLANNING DOCUMENT

SCHOOL: ______________________ Weeks Content

YR: _________

TOPIC: __________________________________________

FPD week _________ to week _________ Assessment

How will achievement be judged? How will results be recorded?

Teaching & Learning Objectives/Experiences/Content

What or how are students doing/learning/demonstrating/engaging in activities?

Resources
What will they use?

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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SCHOOL OF EDUCATION

LESSON PLAN
LESSON ORGANISATION
Year Level: 11 Time: Date: Students Prior Knowledge: How to Use ipad How to Use various ICT Resources Learning Area: English Strand/Topic from the Australian Curriculum Literature: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644) General Capabilities (that may potentially be covered in the lesson) Critical and Literacy Numeracy ICT Cross-curriculum priorities
creative thinking (may be addressed in the lesson) competence Ethical behaviour Personal and Social competence Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb) As a result of this lesson, students will be able to: 1.Create their own Character and let students explain the struggle the character is up against. 2.Understand that the key to a good story is a set of circumstances that a character must overcome.

Teachers Prior Preparation/Organisation:

(including Teacher Witness) 1. 2. 3. Make sure all apps are downloaded or capable of being downloaded Make sure Groups are evenly divided ahead of time. Make sure projector is on and cable is ready to broadcast characters.

Provision for students at educational risk:

Student with vision impairment required to sit close to whiteboard and magnification equipment is supplied. iPads are supplied to the class, so students with a vision impairment can see the work more clearly Students who are struggling with technology can easily follow the steps given to them, and are constantly encouraged to ask questions if they need help. Students who are high achieving have an extra activity at the end if they finish early.

LESSON EVALUATION (to be completed AFTER the lesson) Assessment of Lesson Objective and Suggestions for Improvement :

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

The University of Notre Dame Australia, Fremantle Campus 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 Tel: (08) 9433 0555 Fax: (08) 9433 0544 Email: fremantle.reception@nd.edu.au Internet: www.nd.edu.au ABN: 69 330 643 210 CRICOS PROVIDER CODE: 01032F

UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2014

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Motivation and Introduction: 15 Minutes Welcome Students to class and start lesson by reminding them about what weve covered in previous lessons. About the History of Dystopia Texts and the Political problems that are usually prevalent in Dystopia texts. Since we are creating our own Dystopia Story, students will have already created their own thrilling back history and corrupted rightwing political system which will form the base from which this story will start. Now all we need is a character! Tell students we will be creating a character today to fit into their story, but first, lets talk about the struggle and how it is the meat of the story and brings life to the whole thing. Talk about relevant texts, show students that the thing that brings the story to life is how the characters involved overcome a certain set of obstacles to achieve a final goal. Lesson Steps (Lesson content, structure, strategies & Key Questions): Break students up into groups around their local computers. 15 Minutes Allow students to use the App on their iPads to create their very own character to represent their group. This character must be a group initiative and in the speak feature of the app, the character must introduce himself and explain what struggle he is facing and what he is trying to achieve in the face of adversity. 10 Minutes We will then allow the groups to present their character and give us their background as well as explain the struggle they are enduring through in order to achieve said goal. Resources/References Align these with the segment where they will be introduced.

Lesson Closure:(Review lesson objectives with students) 10 Minutes Reconcile the struggles the characters have to the major plot of the story and see where it fits when comparing these stories with original famous dystopian texts. Tell Students that they are free to keep the same character that the group created today or create their own to go inside their personal story they are creating. Home Work: Add your character into your Book Creator App on Page 3. Include a Picture (Screenshot) and write a paragraph (at least 4 sentences) describing the struggle he/she is enduring. Transition: (What needs to happen prior to the next lesson?) Make sure apps are downloaded and all ICT Web Resources are ready for WebQuest.

Assessment: (Were the lesson objectives met? How will these be judged?)

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2014

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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