Evidence of Planning and Assessing for Effective Learning

Evidence of Planning and Assessing for Effective Learning

This unit overview reflects my ability to plan clear and appropriate learning goals, plan and implement clear and coherent lesson sequences and organise subject content in an appropriate manner. It also reflects my knowledge of assessment, and its place as an integral part of the teaching and learning cycle.

IT’S TIME TO CHANGE: UNIT OVERVIEW
Title: It’s Time to Change
Stage: Three Lessons: Five
Aim: To assist students in understanding and dealing with the social, emotional and physical changes they will start to experience.
Strand: Growth & Development Integrated KLAs:
English
Creative Arts
Outcomes Indicators Subject Matter Assessment
GDS3.9: Explains and demonstrates strategies for dealing with life changes (NSW BOS, 2006, p. 19).

COS3.3: Communicates confidently in a variety of situations (NSW BOS, 2006, p. 18).

DMS3.2: Makes informed decisions and accepts responsibility for consequences (NSW BOS, 2006, p. 18).

INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations (NSW BOS, 2006, p. 18).

PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems (NSW BOS, 2006, p. 18).

V1: Refers to a sense of their own worth and dignity (NSW BOS, 2006, p. 20).

V3: Enjoys a sense of belonging (NSW BOS, 2006, p. 20).
-         Devises strategies to cope with life changes (NSW BOS, 2006, p. 29).-         Describes aspects of social and emotional development & growth (NSW BOS, 2006, p. 29). -          Recognises and articulates feelings about transition to high school (NSW BOS, 2006, p. 21).  - Evaluates personal decisions (NSW BOS, 2006, p. 22).    - Identifies factors that influence selection of friends (NSW BOS, 2006, p. 23).     - Selects the appropriate solution to a given problem (NSW BOS, 2006, p. 25).- Reflects on outcomes of chosen solution (NSW BOS, 2006, p. 25). - Accepts themselves as they grow and change (NSW BOS, 2006, p. 20).- Appreciates that their physical, social, emotional and intellectual development is unique (NSW BOS, 2006, p. 20). - Values the need to work cooperatively (NSW BOS, 2006, p. 20). Changes (NSW BOS, 2006, p. 44)
Identify changes
-         Physical-         Social-         Emotional·         Methods of coping with change-         Activity-         Relaxation-         Stress Management - Observation of group work and class participation (lesson 1, 2, 3).- Thinking Hats worksheet (lesson 4).- Poster (lesson 4).      - Interaction with guest speaker (lesson 5).- Identification of strategies for dealing with change of concern (lesson 5).  - Observation of group work and class participation (Lesson 1, 2, 3).     - Observation of role play and interaction (lesson 2).      - Thinking Hats worksheet (lesson 4)- Identification of strategies for dealing with change of concern (lesson 5).     - Observation of group work and class participation (all lessons)         - Observation of group work and class participation (all lessons)
OTHER KLA OUTCOMES Indicators Subject Matter Assessment
English
TS3.2: Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively (NSW BOS, 2007, p. 17).

WS3.9: Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features (NSW BOS, 2007, p. 19).

WS3.12: Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways (NSW BOS, 2007, p. 19).

WS3.14: Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related grammatical features and conventions of written language to shape readers’ and viewers’ understanding of texts (NSW BOS, 2007, p. 19)
Creative Arts·         DRAS3.2: Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms (NSW BOS, 2000, p. 74) ·         DRAS3.3: Devises, acts and rehearses drama for performance to an audience (NSW BOS, 2000, p. 74). - Listens to oral presentations and summarises main points (NSW BOS, 2007, p. 23).- Uses group interaction strategies to work collaboratively (NSW BOS, 2007, p. 23).     - Plans writing through discussion with others and by making notes, lists, diagrams (NSW BOS, 2007, p. 37).          - Uses computer software programs and associated technology to format a variety of texts (NSW BOS, 2007, p. 43).- Chooses appropriate graphics to accompany text (NSW BOS, 2007, p. 43).- Varies font and layout to suit particular audience and purpose (NSW BOS, 2007, p. 43). - Talks about how persuasive texts have been structured in order to convince the reader about a point of view (NSW BOS, 2007, p. 47).            - Develop and sustain belief in a variety of roles (NSW BOS, 2000, p. 74).         - Devising and acting in drama for an audience (NSW BOS, 2000, p. 74).                                                             Forms NSW BOS, 2000, p. 96).- Improvisation- Movement       - Observation or role play and responses (lesson 2).- Observation of group work (lesson 3, 4).         - Observation of group work (lesson 4).- Thinking Hats worksheet (lesson 4).             - Observation of computer work (lesson 4).- Poster (lesson 4).          - Conference with students whilst on computers (lesson 4).- Poster (lesson 4).               - Observation of scenario performances (lesson2).       - Observation of scenario performances (lesson 2).
Evaluation:
Were the PDHPE outcomes of the unit achieved?
Were the outcomes of other KLAs achieved?
Were the assessment strategies authentic and/or successful?
Did the students engage with the topic?
Time management issues?
What would you utilise/change in similar units?
Personal Feelings?

                                                                                                                                                          Jessica Coughlan, 2009.

Title: It’s Time to Change		Stage: Three	Lessons: Five
Aim: To assist students in understanding and dealing with the social, emotional and physical changes they will start to experience.
Strand: Growth & Development		Integrated KLAs: English Creative Arts
Outcomes	Indicators	Subject Matter	Assessment
GDS3.9: Explains and demonstrates strategies for dealing with life changes (NSW BOS, 2006, p. 19). COS3.3: Communicates confidently in a variety of situations (NSW BOS, 2006, p. 18). DMS3.2: Makes informed decisions and accepts responsibility for consequences (NSW BOS, 2006, p. 18). INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations (NSW BOS, 2006, p. 18). PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems (NSW BOS, 2006, p. 18). V1: Refers to a sense of their own worth and dignity (NSW BOS, 2006, p. 20). V3: Enjoys a sense of belonging (NSW BOS, 2006, p. 20).	- Devises strategies to cope with life changes (NSW BOS, 2006, p. 29).- Describes aspects of social and emotional development & growth (NSW BOS, 2006, p. 29). - Recognises and articulates feelings about transition to high school (NSW BOS, 2006, p. 21). - Evaluates personal decisions (NSW BOS, 2006, p. 22). - Identifies factors that influence selection of friends (NSW BOS, 2006, p. 23). - Selects the appropriate solution to a given problem (NSW BOS, 2006, p. 25).- Reflects on outcomes of chosen solution (NSW BOS, 2006, p. 25). - Accepts themselves as they grow and change (NSW BOS, 2006, p. 20).- Appreciates that their physical, social, emotional and intellectual development is unique (NSW BOS, 2006, p. 20). - Values the need to work cooperatively (NSW BOS, 2006, p. 20).	Changes (NSW BOS, 2006, p. 44) Identify changes - Physical- Social- Emotional· Methods of coping with change- Activity- Relaxation- Stress Management	- Observation of group work and class participation (lesson 1, 2, 3).- Thinking Hats worksheet (lesson 4).- Poster (lesson 4). - Interaction with guest speaker (lesson 5).- Identification of strategies for dealing with change of concern (lesson 5). - Observation of group work and class participation (Lesson 1, 2, 3). - Observation of role play and interaction (lesson 2). - Thinking Hats worksheet (lesson 4)- Identification of strategies for dealing with change of concern (lesson 5). - Observation of group work and class participation (all lessons) - Observation of group work and class participation (all lessons)
OTHER KLA OUTCOMES	Indicators	Subject Matter	Assessment
English TS3.2: Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively (NSW BOS, 2007, p. 17). WS3.9: Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features (NSW BOS, 2007, p. 19). WS3.12: Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways (NSW BOS, 2007, p. 19). WS3.14: Critically evaluates how own texts have been structured to achieve their purpose and discusses ways of using related grammatical features and conventions of written language to shape readers’ and viewers’ understanding of texts (NSW BOS, 2007, p. 19) Creative Arts· DRAS3.2: Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms (NSW BOS, 2000, p. 74) · DRAS3.3: Devises, acts and rehearses drama for performance to an audience (NSW BOS, 2000, p. 74).	- Listens to oral presentations and summarises main points (NSW BOS, 2007, p. 23).- Uses group interaction strategies to work collaboratively (NSW BOS, 2007, p. 23). - Plans writing through discussion with others and by making notes, lists, diagrams (NSW BOS, 2007, p. 37). - Uses computer software programs and associated technology to format a variety of texts (NSW BOS, 2007, p. 43).- Chooses appropriate graphics to accompany text (NSW BOS, 2007, p. 43).- Varies font and layout to suit particular audience and purpose (NSW BOS, 2007, p. 43). - Talks about how persuasive texts have been structured in order to convince the reader about a point of view (NSW BOS, 2007, p. 47). - Develop and sustain belief in a variety of roles (NSW BOS, 2000, p. 74). - Devising and acting in drama for an audience (NSW BOS, 2000, p. 74).	Forms NSW BOS, 2000, p. 96).- Improvisation- Movement	- Observation or role play and responses (lesson 2).- Observation of group work (lesson 3, 4). - Observation of group work (lesson 4).- Thinking Hats worksheet (lesson 4). - Observation of computer work (lesson 4).- Poster (lesson 4). - Conference with students whilst on computers (lesson 4).- Poster (lesson 4). - Observation of scenario performances (lesson2). - Observation of scenario performances (lesson 2).
Evaluation: Were the PDHPE outcomes of the unit achieved? Were the outcomes of other KLAs achieved? Were the assessment strategies authentic and/or successful? Did the students engage with the topic? Time management issues? What would you utilise/change in similar units? Personal Feelings?