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:
| ||
Outcomes | Indicators | Subject Matter | Assessment |
| - 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)
| - 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
| - 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:
|