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EDX3270 Assignment 2 Task Sheet

The document outlines an assignment to develop a 10-week English curriculum unit plan for upper primary students based on a literary text. It requires selecting learning objectives, designing learning activities and assessments, and writing a rationale justifying planning choices and linking to research.

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48 views

EDX3270 Assignment 2 Task Sheet

The document outlines an assignment to develop a 10-week English curriculum unit plan for upper primary students based on a literary text. It requires selecting learning objectives, designing learning activities and assessments, and writing a rationale justifying planning choices and linking to research.

Uploaded by

vjhg7jdq77
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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EDX3270 ASSIGNMENT 2

Weighting: 50%
Due: 19 April 2024

Purpose and Context


In the upper primary years of schooling, learners are exposed to a diverse range
of increasingly sophisticated and complex language, literacy and literature
experiences. It is therefore important to develop an understanding of
approaches to English curriculum, pedagogy and assessment through a genre-
based approach in the classroom, building on the strategies developed in
previous English curriculum and pedagogy courses.

This task requires you to develop an English curriculum plan that integrates a
focus on literacy, language and literature through deep engagement with a
broad range of texts. It also requires the development of pedagogical strategies
for catering to effective learning for students from diverse backgrounds in the
upper primary English classroom.

The following Australian Professional (Graduate) Standards for Teachers are


assessed in this task: 2.1; 2.2; 2.3; 3.2; 3.3; 5.1; 5.3.

Task Overview
1. Construct a detailed 10-week (one term) English curriculum unit plan that
is based on the study of a literary text (e.g., the same novel, film, play or
poem that was selected for Assignment 1) and includes a diverse range of
reading, writing and multimodal text experiences.

2. The unit plan will need to include the following elements:


a. Rationale and unit overview, which make explicit links between the
research literature, pedagogical approaches discussed in course
readings and workshops (e.g. Multiliteracies Pedagogy, the Four
Resources Model), and the Australian Curriculum: English v9.0.
b. A 10-week sequence of key learning experiences.
c. A culminating learning experience that can be assessed for
summative purposes with an accompanying marking guide that
allows students to demonstrate the key learning outcomes.
d. Evidence of planning alignment and catering for diverse learning
needs throughout the unit plan.

Task Details
Using the literary text from your first assignment, develop a 10-week (one term)
unit plan for a Year 5 or 6 English classroom. You will need to select several
(between 4 and 7, depending on the unit focus) content descriptors from
Australian Curriculum: English v9.0. Ensure that you have at least one descriptor
from each of the three strands of Literacy, Language, and Literature.

Develop a learning experience that students will be asked to undertake at the


conclusion of the unit and which can be used for summative assessment
purposes. Ensure the learning experience allows students to demonstrate their
learning against the Achievement standard and curriculum content descriptions.
Construct an accompanying marking guide that clearly links to the curriculum
outcomes.
1
Design a sequence of key learning activities over the duration of the unit. You
may use your multimodal resource (from Assignment 1) as an introductory
activity in Week 1. Remember that your learning activities need to clearly
scaffold students’ learning in the course and provide your learners with
opportunities to engage with a rich selection of texts. Learning experiences must
link to the assessment task and curriculum objectives, as well as provide
opportunities to cater to diverse learning needs in the classroom.

Finally, construct a written rationale that provides a clear set of justifications for
your planning choices, linking the curriculum, research literature and the unit
plan. This should include references, particularly where conceptual frameworks
such as Multiliteracies Pedagogy and the Four Resources Model are being
utilised.

Length
The maximum length for Assignment 2 is 11 pages, including the marking rubric
and references. Please use the following approximate lengths for each section as
a guide:
Rationale: 2–3 pages
Context and Curriculum Descriptors: 1 page
Sequence of Key Learning Activities: 2 pages
Assessment Task Sheet: 1 page
Assessment Marking Guide: 1 page
References: 1–2 pages

Australian Professional (Graduate) Standards for Teachers


This assignment assesses the following APSTs:
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
5.1 Assess student learning
5.3 Make consistent and comparable judgements

Learning Objectives
This assignment assesses the following course learning objectives:
• Understand and apply major literacy concepts, principles, theories and
approaches to primary English curriculum and pedagogy
• Apply appropriate pedagogy to plan, structure and sequence high-quality
English curriculum learning experiences, for students in the upper primary
years of schooling
• Design and plan authentic assessment opportunities for relevant English
curriculum
• Demonstrate competence in, and appropriate use of, language and
literacy, including spelling, grammar, punctuation, and referencing

Submission Requirements
The task is to be uploaded to Study Desk using the Word template provided.

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