Assessment Task 2: Inquiry-Based Lesson Sequence (2,500 worth 60% due 8of june 11pm
The Inquiry-Based Lesson Sequence is to be uploaded as a Word document (.doc or .docx):
1. Demonstrated knowledge of curriculum content and processes in the Humanities
2. Effectiveuse ofresearch-basedliterature andcurriculum framework to supporttherationale forthe focus, content, resources
and pedagogical processes used in thelessonsequence
3. Capacity to plan a logical sequence of lessons underpinned by Inquiry-based pedagogical and assessment strategies
4. Explicitconsideration of safe, responsible and ethical use of all resourcesand supports, including ICTs andDigital Technologies
5. Engaging, professional and clear presentation of the assignment including appropriate citation and referencingofsources.
Students will receive an individual mark and grade for this assessment task.
Description of Task
For this assignment, students are required to plan a detailed Inquiry-based Lesson Sequence for a primary-level Humanities class. The Lesson Sequence is to show the development of a Humanities teaching, learning and assessment sequence and resources to meet the outcomes of the selected curriculum (Victorian Curriculum F-10 or Australian Curriculum).
The Lesson Sequence is to be designed as five (x 60-minute) lessons that investigate a ‘big picture’ question and use a range of well- scaffolded teaching strategies. Embedded into the Lesson Sequence is to be at least one of the three cross-curricular priorities.
Planning guidelines and models will be discussed in tutorials and available on LMS. Students should develop the sequence using UNDERSTANDING BY DESIGN pedagogical framework developed by Grant Wiggins and Jay McTighe (based on class work) that addresses the identified curriculum goals.
The Inquiry questions, resources, teaching, learning and assessment activities should be designed/selected for age appropriateness and using the guidelines of the selected curriculum.
You will plan a detailed Inquiry-based lesson sequence for a primary-level Humanities class based on UNDERSTANDING by DESIGN.
- It is a plan; not a detailed outline of a lesson; not a minute by minute, step by step lesson plan. It is a sequence of lessons of an Inquiry model that is logical and connected.
Prompt- We will provide a template on LMS that helps you to think about this task and to assist you with the planning. Additionally, an annotated template sample will be provided This annotation is an example of what the task requires. This template helps you think about the big picture plans
The Inquiry-Based Lesson Sequence will include:
The rationale (e.g., Why does this matter from a global citizenship perspective?). There will be an example on LMS
• A Humanities Domain Focus and intended outcomes of the Lesson Sequence
• Evidence of the UNDERSTANDING by DESIGN planning structure
• Integration of content drawn from other curriculum learning areas
• You are expected to include English considered as a learning area
• Cross -Curricular Priorities- Are you using any? - Sustainability/ Indigenous perspective? Engagement with Asia?
• General Capabilities-
• Resources that will serve the sequence (e.g., maps, videos, picture books,images,artefacts)
• Examplesof teaching and learning activities that align withoutcomes and an inquiry-based pedagogicalframe
• Reference to suitable excursions/incursions/field trips within the broader teaching,learningandassessmentsequence
Arangement of assessment stylesand opportunities: diagnostic, formative, summative; of, as, for(e.g., How will you know if outcomes have been met?)
things need to have
For this assignment, you are required to plan a detailed Inquiry-based Lesson Sequence for a primary-level Humanities class based on Understanding by design model. . The Unit is to show the development of a Humanities teaching and learning sequencing and resources to meet the outcomes of the selected curriculum (Victorian Curriculum F-10, Australian Curriculum).
1-Demonstrated knowledge of curriculum content and processes in the Humanities
Work demonstrates thorough knowledge, understanding and utilisation of the concepts, substance and structure of the content, processes and strategies of Primary Humanities. Planning shows creative and sophisticated understanding of all relevant curriculum documents.
2- Effective use of research- based literature and curriculum framework to support the rationale for the focus, content, resources and pedagogical processes used in the lesson sequence
The rationale for the focus, content, resources and pedagogical approaches are clearly outlined andwell-considered.
All elements in lesson sequence are justified using research-based literature and curriculum frameworks. Articulate and explicit demonstration of curriculum requirements.
3- Capacity to plan a logical sequence of lessons underpinned by Understanding by Design Inquiry-based pedagogical and assessment strategies
The lesson sequence is thorough and is planned and scaffolded for justified, appropriate and UbD Inquiry- based teaching and assessment strategies. Inquiry is explicit, clearly evidenced and demonstrates a range of engaging teaching and
4- Explicit consideration of safe, responsible and ethical use of all resources and supports, including ICTs and Digital Technologies
Innovative and varied use of a large range of resources and supports, made inclusive and engaging, throughout lesson sequence. This includes a range of student experiences and ICT /Digital Technologies. Resources and supports are imaginative, differentiated and support the inquiry approach.
5- Engaging, professional and clear presentation of the assignment including appropriate citation and APA 6 referencing of sources.
Polished, professional presentation of sequence, through written communication, referencing, and organisation. Excellent attention to professional presentation of material.