Topic: Unit Planning Education Essay

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This assignment requires you to:
• develop a critical understanding of the Stage 6 English Syllabus
• demonstrate how to sequence relevant and engaging teaching strategies and resources in a unit of work that caters for a diversity of student needs.
• consider the role of a teacher in enacting curriculum. In this assignment you are going to create an engaging unit of work (12-16 lessons) for Year 11 English Standard: Reading to Write: Transition to Senior English

Your unit of work will include three texts:
Text one for English Standard: Kid by Simon Armitage
Plus, one short text of your own choosing • Plus, one substantive text of your own choosing (a novel, a play, non-fiction, a suite of poems, a collection of short stories)
The texts you select must NOT
a. be one of the texts discussed in the lectures or tutorials.
b. be set on the English Stage Six Prescriptions: Modules, Electives and Texts for the Higher School Certificate 2019–2023

  1. Design a unit of work (1000 words) that:
    • meets the learning needs of senior students for your chosen course
    • aligns relevant outcomes and content to specific learning activities
    • effectively sequences learning activities to build significant subject knowledge
    • includes assessment for learning principles
    • differentiates the learning for students
    • addresses important general capabilities such as literacy, numeracy and ICT.
  2. Create three original professional resources you would use in the program (eg: sources, teaching models, expositions, inquiry strategies).
    These are required but do not contribute to the word count
    Please note: you must not use any published learning materials or resources.
  3. Write a discussion that analyses
    • how your unit of work aligns to the relevant module description and the outcomes and content of either the English Standard or English Advanced syllabus
    • how the unit of work aligns with your own professional beliefs about the curriculum and how it addresses the learning needs of adolescent senior students.
    • how you, as a teacher, enact these beliefs in the unit outline. Include discussion of pedagogic theories that relate to the teaching of English (1000 words).

Detailed requirements:

PART A:
Unit of Work – 1. Use the Stage 6 Syllabus for your teaching area and create an engaging unit of work for Year 11 (4-6 weeks in duration).

  1. In the unit of work, ensure you meet the learning needs of senior students, target relevant knowledge and skills outcomes, apply assessment for learning principles, differentiate the learning for diverse students and address important general capabilities such as literacy, numeracy and ICT.
  2. Create three original professional resources you would use in the program (e.g. scaffolds, sources, teaching models, expositions, inquiry strategies).

PART B: Critical Discussion – Analyse the Stage 6 Syllabus for your teaching area and discuss how the unit of work aligns with your own professional beliefs about the curriculum and addresses the learning needs of adolescent senior students.
In this critical discussion, consider the curriculum intent of the syllabus and how you as a teacher enact this.
You may include discussion on how you address motivation and engagement issues for senior students; socio-cultural learning theory about adolescent learning and pedagogic theories that relate to your teaching area, and the intent of the syllabus/curriculum area.
Note: The unit of work and resources should be equivalent to 1000 words and the critical discussion should be 1000 words.
Assignments will be assessed on how these documents address the criteria: – Constructs a unit of work that is professional, engaging and creative showing knowledge of the relevant Stage 6 Syllabus and appropriate pedagogy for the curriculum area.
Presents a range of strategies, resources and approaches that show understanding of socio-cultural and cognitive aspects of Stage 6 learners.
– Caters for ICT, numeracy, literacy, diverse linguistic and cultural identity and where relevant incorporates relevant perspectives.
– Presents a critical discussion about the intent of the syllabus and the pedagogic choices made to engage, cater for and support Stage 6 learners using a broad range of literature and discipline based scholarship.
– Presents work professionally, with clear academic writing and within the word limit.

Resources: Stage 6 NSW Syllabus in your Teaching Area.
https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-english

Type of service : Academic Paper Writing
Type Of Assignment : Essay
Subject : Education
Pages / words : 8/2000
Number Of Sources : 8
Academic Level : Master’s
Paper Format : APA
Line Spacing : Double
Language Style : AU English

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