EASE Submission of Assignment 2

 Stage 1 

Unit Topic.- topic will be meaningful and interesting to the students to connect the learning in the unit that identified on what I will be teaching. It has to be given some thought to how effectively this topic to the interests of the students.

.

Length of unit. - the purposes are to aim and develop a unit that covers between 3 and 5 weeks Unit Plan within the 8 page maximum length. In most school settings you are likely to have 2 or 3 lessons a week on a particular learning area. Example is that a 3 week unit plan will have 6 to 9 lessons.

 Year level - the lesson plan will use the Australian Curriculum (e.g. Prep to Year 10). 

Context - it is essential that the idea of learning experiences I will design must be appropriate to the context for which it is designed

It should also be appropriate to your Professional Experience.

 Stage 1 is where you develop your essential questions - questions that if answered in sequence ensure that students have done the learning described in your scope and listed in your copies of the content descriptors.

Refer to the David's discussion in the forum, I noticed that he has categorised into learning experiences about constructing and transforming knowledge objectives, finally on the identification of criterion that match to the ACARA (e.g. the Standards Elaborations which meant for me to identify learning objectives in my unit plan for assessment - developed criteria from the standard elaborations...Forum replyed by Vicki as below

 I have changed these from generic to task specific' you are not discussing changing Criteria but changing Standards Descriptors.   The 'phrase' speak of is the Criteria.
In many of the sample units what has been put into the Unit Plan is the Criteria and/or the first Standards Descriptor for the 'A'.
 What is confusing you and many students, is not clearly discriminating between the concept 'Criteria' and the concept 'Standards Descriptors'.
What you have described in your question in this post, when you have said,is not describing making Criteria task specific, but is describing the change you have made to a Standards Descriptor. 

Standards are the areas from A to E.  There are standards and their descriptions (therefore Standards Descriptors) aligned to each Criteria.

The Criteria are never changed.
The Standards Descriptors for A-E for each Criteria are what you alter from being generic to being task specific.

Next to formative and summative assessment I have developed criteria which I have taken from the standard elaborations from my selected year level. I have changed these from generic to task specific.

E.g.  Clear descriptions of the past in the present about: persons, events or sites of significance to the local community. Has become:

• Students will provide a clear description of the past in the present about the local war memorial, including its history and what it tells us about the past. '

So in your rubric it would look like:

Criteria	A	B	C	D	E
Constructing Knowledge:  Knowledge and Understanding
Understanding   and Skills Dimension - Historical Knowledge and Understanding	Students will provide a clear   description of the past in the present about the local war memorial,   including its history and what it tells us about the past.
Application of Knowledge:  Skills and Processes

This is also explained in this slide from my presentation which I've taken out of the presentation and attached to this post as a pdf.

Stage 2 is to REMEMBER in the mind of teacher is to teach children about leaning skills. When you are looking to support your unit planning with a pedagogical framework you can use it as an overview, to develop sequencing or to support developing specific strategies.  

Assessment 

Plan about my assessment in the unit plan. (DIAGNOSTIC - NAPLAN/Nature of Student Learning) or (Formative/Summative Assessment-Feedback Peers/Reflection Journal/Practice - to help in sequencing learning related to Knowledge Understanding)

Stage 3 is where the topics of my Learning Experiences (not necessary for every week) when to build the Learning Plan

 Learning Experiences topics and for developing your Essential Questions, both of which should align: Reply from Vicki's

Experiencing - Experiencing the known - Experiencing the new • Conceptualising - Naming Concepts - Theorising • Analysing - Identifying Functions - Identifying Interests • Applying - Applying appropriately - Transferring creatively

 A good unit moves from simple to complex, from constructing knowledge to transforming knowledge and from knowing to doing.  Using this set of principles from the multiliteracies framework would support that if you developed your Learning Experiences incorporating the areas in the sequence they are shown.