Assessment 2 – Learning Sequence Plan
The intention of this task is for you to begin the initial planning and development of an integrated sequence of learning. It is not to provide a sequence of lessons (note, the template will guide your through this assessment).
You will base your class on Christ the King Primary School, Newcomb. The stage is Kindergarten. The case study materials will support you in getting to know the learners, the school expectations and prior learning. You will use the Theme as stipulated in the case study materials to guide your planning.
CASE STUDY MATERIALS | ASSESSMENT 2 – LEARNING SEQUENCE PLAN
Note: This school in Based in Victoria. You will be using the NSW NESA Syllabus documents for your assessment.
|Case Study: Christ the King Primary School, Newcomb|
|Read the 2019 Annual Plan to the School Community:||https://drive.google.com/file/d/17qKWyxacjqFNa–yjcUq6l7y7QqNUO0r/view|
|About the school:||https://www.youtube.com/watch?time_continue=2&v=WahbG0hYv9k&feature=emb_logo|
|Locate the school on the myschool website:||https://www.myschool.edu.au/|
|Visit the school’s website:||http://www.ctknewcomb.catholic.edu.au/|
|Click on the learning and teaching tab and get to know all the KLAs offered at the school:||http://www.ctknewcomb.catholic.edu.au/|
|Read more about the school here:||https://dltv.vic.edu.au/casestudy/christtheking|
Class at Christ the King Primary School, Newcomb:
|Your mentor teacher:||Steph Guy|
|Situational analysis of your class:||In Kindergarten the children participate as a whole class and in small groups during lessons. Subjects are planned around a theme or topic in line with curriculum documents. We aim to offer a curriculum that is broad and balanced which promotes the spiritual, moral, social, cultural, mental and physical development of learners. We aspire for children to be constantly learning, developing into strong, resilient, capable, confident and self-assured pupils. Technologies are embedded in all learning areas. There are 25 learners in the kindergarten class. The learning is differentiated by extending learners and scaffolding learning.|
|About previous learning with prep:||https://vimeo.com/314146060|
|Where to next?||Theme: Inside Out (the movie)
Science and Technology: Material World
English: Writing and Representing 1
EDFX343 ASSESSMENT 2: LEARNING SEQUENCE PLAN Student name / number:
|Situational Analysis (not included in word count)|
|Note: you base this on a case study class
You can add to the characteristics of the class
School location, Demographic information
Number of students in the class, Gender breakdown
Student background – EAL/D, NESB, Aboriginal and Torres Strait Islander, learning difficulties etc’
Learning support staff
Who teaches what? RFF/Specialist programs
The learning environment
|Data Gathering (80 words)|
|What formative assessment strategies could you hypothetically use to gather data that aligns with your integrated unit of work?|
|Curriculum Scope and Sequence (not included in word count)|
|Identify the key outcomes and content you will focus on in each week directly from the NSW NESA Syllabus documents. Select a minimum of 3 KLAs that will form that main subject areas of your integrated unit of work. Consider how each KLA’s content links together.
|About your integrated unit of work: Focus/ inquiry/ rich task/ key inquiry question (80 words)|
|(e.g. In the Year 5 curriculum, the concept of people influencing their environment from Geography shares common ground with the Science concept of living things having structural features and adaptations for survival. In English, literature can express a point of view regarding the influence of people on the environment.)|
|Rationale (100 words)|
|Justify the focus with relation to the situational analysis and the scope and sequence.
Identify how the learning sequence and key focus/task are relevant to the learning outcomes as identified in the Scope and Sequence.
Explain how the learning content and learning experiences have been designed with the particular characteristics and interests of the class / learners Make connections with student prior knowledge relevant to the curriculum concepts of this learning sequence.
|Cross-Curriculum Priorities and /or General capabilities (80 words)|
|Aboriginal and Torres Strait Islander histories and cultures||Include and discuss the alignment of a minimum 1 cross curriculum priority and 1 general capability for this unit of work. You can align the learning with more than 1 in each if they authentically link.
Delete rows that do not apply
|Asia and Australia’s engagement with Asia|
|Critical and Creative Thinking|
|Personal and social capability|
|Overview of teaching and learning experiences for the 5-week integrated unit of work (800 words)|
|Stages of the learning sequence (e.g. activate prior knowledge, acquire new knowledge, apply, assess. Include approx. timing for each stage e.g. weeks/lessons)||Concepts and skills – indicate key learning area and content descriptions||Teaching strategies and learning experiences – What instructional strategies will the teacher use/
what will the students do…
|Do not add lesson plans here. Be succinct by using dot points to articulate the learning. Each row should indicate the learning for the week. Many dot points can be added in each week’s teachings strategies and learning experiences. Highlight differentiation approaches and refer to them in the section below.|
|Differentiation of teaching and learning in this unit (200 words)|
|Make references to the highlighted differentiation strategies used in the overview of teaching and learning and align them with referenced theories, models or practices.
|Criteria sheet for assessment of learning – summative (500 words including rubric)|
|Provide an explanation of the summative assessment task here.|
|Summative assessment Rubric|
|Criteria||Well above expected
|Above expected standard||Expected standard||Below expected standard||Well below expected
|Add rows as required|
|References (not included in word count)|