EDP2111 Assignment 2 Semester 1 2018

EDP2111 The Roles of the Teacher 1 ASSESSMENT 2

Weighting: 59%
Final date of submission 5 June 2018
A Sequence of Lessons and Rationale

Purpose and Context

Effective planning of a sequence of lessons that supports the learning of all students is
integral to the multiple roles of teachers. Intentional and thoughtful planning requires
teachers to: navigate and select from the curriculum; design assessment aligned to the
learning intent; and sequence teaching strategies that afford students opportunities to develop
knowledge and skills and demonstrate proficiency.
Task Outline
Plan a sequence of three lessons using the template provided.
Provide a rationale to justify your planning decisions referring to coursework materials and
referencing relevant literature.
Task Requirements:
PART A: Sequence of lessons
Plan a sequence of three lessons each of 30-minutes duration. The lessons are to focus on the
Mathematics Australian Curriculum Learning Area. Identify a year level of your choice
(Years 1-6) and plan to be responsive to the needs of students including those from physical,
diverse linguistic, cultural, religious and socioeconomic backgrounds.
Plan using the example template provided.
Complete an overview of the lesson sequence that includes:
1. Year level, Learning Area and Mini-unit title
2. Curriculum statements
3. Summative assessment
Embed the following components in each lesson:
1. Learning intent
2. Lesson segments (teaching and learning experiences)
3. Resources
4. Formative assessment
5. Organisation and management strategies
6. Catering for diverse learning needs
PART B: Rationale (600 words)
Write a rationale that justifies the planning decisions in relation to how the components of the
lesson plans achieved cohesion and alignment across the lesson sequence.
How is the sequence of lessons been informed by learning theory to provide learning
opportunities for all students?
EDP2111 Assignment 2 Semester 1 2018

Submission Requirements:

1. Use 1.5 line spacing and 12 point font (Times New Roman).
2. Use APA referencing style.
3. The word count provides an explicit guideline for an appropriate response.
4. Cited references are included in the word count.
5. A complete reference list is required at the conclusion of your submission.
6. Completed assignments should be submitted via the Submit Assignment Here system.
Label the file with Surname and Name before uploading e.g. brown_joe_EDP2111.
7. Your name and student number is to be included as a header on your submission
document. An assignment cover sheet is not required.
8. Only an Assignment Criteria document, which includes comments, will be returned to
you. Comments will not be made on your original submitted assignment. Retain a copy
of your assignment for possible future reference.
9. Please note that this assignment is to be completed progressively throughout the semester
and must be submitted for marking on or before the final date for submission. The penalty
for late submission without an approved extension (as per USQ policy) is a reduction by
5% of the maximum Mark applicable for the Assignment, for each day or part day that
the Assignment is late. An Assignment submitted more than ten days after the final date
for submission will have a Mark of zero recorded for that Assignment.
10. Students should familiarise themselves with the following information on the appropriate
use of referencing, plagiarism and other forms of academic misconduct:
https://www.usq.edu.au/library/referencing/what-is-plagiarism
EDP2111 Assignment 2 Semester 1 2018

Student name:

Marking Criteria EDP2111 HD A B C F

Assignment 2 (Course objectives 1, 3, 4, 5)
- Plan a sequence of three lessons using the example template provided.
- Provide a rationale to justify your planning decisions referring to coursework materials and referencing relevant literature.
Comprehensively Proficiently Effectively Adequately Inadequate
navigates the navigates the navigates the navigates the navigation of the
curriculum and curriculum and curriculum and curriculum and curriculum, and
judiciously designs judiciously designs judiciously designs judiciously designs limited design of
Part A: summative summative summative summative summative
Sequence of lessons (1 page for assessment, and assessment, and assessment, and assessment, and assessment,
the inquiry overview and 1 page selects selects selects selects instructional
per lesson) instructional instructional instructional instructional strategies, learning
Plan a sequence of three lessons strategies, learning strategies, learning strategies, learning strategies, learning tasks and resources
each of 30-minutes duration. The tasks and resources tasks and resources tasks and resources tasks and resources in connected
lessons are to focus on the in connected in connected in connected in connected lesson plans, to
Mathematics Australian lesson plans, to lesson plans, to lesson plans, to lesson plans, to meet the
Curriculum Learning Area. meet the meet the meet the meet the curriculum
Identify a year level of your curriculum curriculum curriculum curriculum demands.
choice (Years 1-6) and plan to be demands. demands. demands.. demands..
responsive to the needs of Expertly considers Proficiently Effectively Adequately Inadequately
students including those from and incorporates considers and considers and considers and considers and
physical, diverse linguistic, formative incorporates incorporates incorporates incorporates
cultural, religious and assessment, formative formative formative formative
socioeconomic backgrounds. organisation and assessment, assessment, assessment, assessment,
management, and organisation and organisation and organisation and organisation and
caters for diverse management, and management, and management, and management, and
learning needs in caters for diverse caters for diverse caters for diverse caters for diverse
lesson plans. learning needs in learning needs in learning needs in learning needs in
lesson plans. lesson plans. lesson plans. lesson plans.
EDP2111 Assignment 2 Semester 1 2018

Comprehensively Proficiently Effectively Adequately Inadequately

justifies the: justifies the: justifies the: justifies the: justifies the:
- Array of - Array of - Array of - Array of - Array of
instructional instructional instructional instructional instructional
strategies strategies strategies strategies strategies
Part B: - Inclusion of - Inclusion of - Inclusion of - Inclusion of - Inclusion of
Rationale (600 words) formative formative formative formative formative
Write a rationale that justifies the assessment assessment assessment assessment assessment
planning decisions in relation to - Organisation and - Organisation and - Organisation and - Organisation and - Organisation and
how the components of the lesson management management management management management
plans achieved cohesion and strategies strategies strategies strategies strategies
alignment across the lesson - Differentiation to - Differentiation to - Differentiation to - Differentiation to - Differentiation to
sequence. cater for diverse cater for diverse cater for diverse cater for diverse cater for diverse
needs of learners. needs of learners. needs of learners. needs of learners. needs of learners.
How is the sequence of lessons Comprehensively Proficiently Effectively applies Adequately applies Inadequately
been informed by learning theory applies the applies the the principles of the principles of applies the
to provide learning opportunities principles of principles of learning theories learning theories principles of
for all students?
learning theories learning theories (behaviourist, (behaviourist, learning theories
(behaviourist, (behaviourist, constructivist, constructivist, (behaviourist,
constructivist, constructivist, social cognitive) social cognitive) constructivist,
social cognitive) social cognitive) for differentiation for differentiation social cognitive)
for differentiation for differentiation in primary in primary for differentiation
in primary in primary classrooms. classrooms. in primary
classrooms. classrooms. classrooms.
Apply cognitive, literacy and
communication skills, including Insufficient
Meets academic expectations
spelling, grammar, punctuation evidence
and referencing.
Total /59
General Comment:
EDP2111 Example Planning Template

Planning a Sequence of lessons:

Overview planning

Year Level: Learning Area: Mini-unit:

Content Strand: Sub-strand/s:

Proficiency Strand/s:

Australian Curriculum Content Description/s:

General Capabilities: Cross-curriculum Priorities:

Summative Assessment:

Achievement Standard:
EDP2111 Example Planning Template

Lesson planning

Lesson: Duration: 30 minutes

Lesson Overview:

Learning Intentions (know and do):

Formative Organisation and Catering for Diverse

Teaching and Learning Experiences Inclusive of Resources
Assessment Management Learning Needs
Stimulus:

Enhancement:

Consolidation:

Teacher Reflection:
EDP2111 Example Planning Template

A step-by-step approach to planning a primary lesson sequence for Mathematics, according to the components of the Australian Curriculum
(ACARA, 2017).

Components of the curriculum Planning guidelines

Step 1 The context of learning Identify:
 Year level, Learning Area and Mini-unit title
 Curriculum statements as the proficiencies and content descriptions.

Step 2 The summative assessment Design and describe:

 Summative assessment for the learning sequence.

Step 3 Australian Curriculum dimensions Select and insert:

 General Capabilities and Cross-curriculum Priorities
 Year level achievement standard and highlight mini-unit focus.

Step 4 The teaching and learning experiences Embed in each lesson:

 Learning intentions (know and do)
 Lesson segments (stimulus, enhancement, consolidation)
 Resources
 Formative assessment
 Organisation and management strategies
 Catering for diverse learning needs