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 : ______ICT_______________________

FORWARD PLANNING DOCUMENT

SCHOOL: ______Notre Dame_____ Weeks Content

YR: __11_____

TOPIC: _____English Dystopia Politics______________

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: 9:30am Date: Mar 17 Students Prior Knowledge: Learning Area: English ICT 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

Students will know various ICT Resources and will have a brief overview of the history of Dystopia Texts

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australias engagement with Asia

Sustainability

English Syllabus Content Literature: Create imaginative texts that make relevant thematic and intertextual connections with other texts (ACELT1644) 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. Learn how Politics can play a huge importance in providing a struggle for the main character. 2. Explore Extreme Conservatism, Right Wing, Totalitarianism, Marxism, Dictatorships 3. Allow students to dream up their own corrupt political system and include in storybooks.

Teachers Prior Preparation/Organisation:

(including Teacher Witness) Make sure Apps are downloaded Make sure Projector and Apple TV are hooked up Make sure Wifi is good and accessible.

Provision for students at educational risk:

Student with vision impairment required sitting 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:

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

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

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

Time Motivation and Introduction: 10 Mins Recap previous lesson concerning the history of dystopia texts. Make sure students comprehend how and why they are a popular text for todays readers. Tell students about how extreme political systems usually provide the main plot for dystopia texts and show example. Show video of Hunger Games 1. Start clip at 12:40-14:01 Clip includes a video from the Capital basically providing a brief history of what has happened and why the people are under such extreme guard and rule. Lesson Steps (Lesson content, structure, strategies & Key Questions): Resources/References Align these with the segment where they will be introduced.

20 Mins WEBQUEST There will be a QR Code up on the board that will take the students to a website giving information about the major right wing political systems that are usually involved in these dystopia texts. Students will have to chose one and work individually in gathering information about this political system. Students will need to gather at least 2 paragraphs of information on the subject and will need to upload it to the Padlet Resource 5 Mins We will go through the information regarding the dystopia political systems and provide a basic framework and basic knowledge of each. 10 Mins Allow students to open their story books and select for themselves a certain political system that will provide the major plot and ultimate struggle for their character (which they will be creating next class) If they dont finish they must complete for homework.

Lesson Closure:(Review lesson objectives with students) Review what we talked about, be clear about homework and making sure the political system is saved in page 2 of story book app. Tell them we will be creating a character tommorow so get ready and think about what kind of character they would like to include in to their story their writing. Transition: (What needs to happen prior to the next lesson?) Make sure Character Building App is installed on iPads

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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