Assessment 2: Indigenous Teaching Plan
Assessment 2: Indigenous Teaching Plan
Assessment Criteria High Distinction Distinction Credit Pass Fail Mark
Report (20%)
Lesson Plan (20%)
Critical Analysis (40%)
Quality of Writing (20%) >Report clearly and succinctly describes and justifies actions, strategies and plans to engage Indigenous students; local Indigenous community, and includes insightful understanding of engagement protocols
>Sophisticated understanding of best practice curricular and pedagogical approaches
>Deep of understanding of relevant current policies in context
>Clear and concise Lesson plan, exceptionally well sequenced.
>Explicitly meets syllabus requirements.
>Critical, authentic representation of Indigenous histories and cultures (Indigenous lens)
Extensive engagement with political, ethical, theoretical implications of teaching, curriculum and pedagogy >Exceptional selection of and justification for, resources for own teaching context
>Sophisticated integration of research to support ideas/practices
>Exceptionally well argued with relevant scholarly support (11+ academic citations)
>Consistent and sophisticated use of appropriate terminology
>Consistently applied a cohesive and logical structure throughout report and lesson plan
>Word length within 10% >Correct APA 7 referencing >Report describes and justifies actions, strategies and plans to engage Indigenous students; local Indigenous community, and includes a sound understanding of engagement protocols
>Substantial understanding of best practice curricular and pedagogical approaches
>Sound understanding of relevant current policies in context
>Clear Lesson plan, well sequenced.
> Meets syllabus requirements.
>Critical representation of Indigenous histories and cultures (Indigenous lens)
Substantial engagement with political, ethical, theoretical implications of teaching, curriculum and pedagogy
>Solid selection of and justification for, resources for own teaching context
>Thoughtful integration of research to support ideas/practices
>Well argued with relevant scholarly support (9+ academic citations)
> Appropriate terminology used
> Cohesive and logical structure throughout report and lesson plan
>Word length within 10% >Correct APA 7 referencing >Report describes actions, strategies and plans to engage Indigenous students; local Indigenous community, and includes an understanding of engagement protocols
>Sound synthesis of understanding of best practice curricular and pedagogical approaches
>Some understanding of relevant current policies
>Clear Lesson plan
>Meets most syllabus requirements.
>Some critical representation of Indigenous histories and cultures (Indigenous lens)
>Some engagement with political, ethical, theoretical implications of teaching, curriculum and pedagogy
>Selection of and justification for, resources for own teaching context
>Minimal Integration of research to support ideas/practices
> Relevant scholarly support (7+ academic citations)
> Appropriate terminology used most of the time
> Logical structure throughout report and lesson plan
>Word length within 10% >Correct APA 7 referencing
>Limited description of some actions, strategies and plans to engage Indigenous students; local Indigenous community,
> limited reference to engagement protocols
>Some description of understanding of best practice curricular and pedagogical approaches
>Inclusion of minimum of two some relevant current policies
>Adequate Lesson plan
>Meets some of the syllabus requirements.
> Adequate description of representation of Indigenous histories and cultures (Indigenous lens)
>Minimal engagement with political, ethical, theoretical implications of teaching, curriculum and pedagogy
>Resources are somewhat relevant to own teaching context selected with some justification
>Minimal integration of research to support ideas/practices
>Argument presented with relevant scholarly support (5+ academic citations)
> Appropriate terminology used some of the time
> Some structure throughout report and lesson plan
>Word length within 10% >Correct APA 7 referencing > Your assignment does not meet the stated assignment objectives and outcomes.
A2: Indigenous Teaching Plan
Assessment Type1:PlanIndicative Time on Task2:30.5 hours
Weighting:50%
Create a document outlining the actions, strategies and plans you would put in place to engage Indigenous students and the wider Indigenous community with respect to education. The document is a report and supports the lesson plan, this report must also include references to relevant Indigenous education policies as well as an explanation of how you might leverage different resources and engage different support organisations. The lesson plan itself should follow the provided template, and is not counted in the 1500 words, but should not exceed 500 words. (1500 words).On successful completion you will be able to:
Demonstrate understanding of Indigenous histories and cultures and how this might be taught and applied in an educational setting
Explain the strategies to teach Indigenous education and engage Indigenous students in the classroom
Understand the different resources, approaches and contacts to engage the Indigenous community as well as a general awareness of polices and general practices in Indigenous educationApply knowledge and understanding of Indigenous knowledge and culture in the classroom and in teachings
General Q & A
There are two main requirements: 1. creating a lesson plan; 2. write a report/essay to justify the lesson plan. See below:1. Create a lesson plan (500 words), be sure to think about/mention:
- Year/stage? - Learning purpose, including syllabus outcome/s - Prior knowledge of students- What resources will you use?- What activities will you incorporate?- What are your pedagogical approaches?- How will you sequence the learning experiences? - Have you allocated enough time? - Have you engaged with the local Aboriginal community? - How will you engage Indigenous students? - What are the policy implications?The lesson plan should be no more than 500words (not counted in the overall 1500 word total), the Sequence of Teaching/Learning Experiences is where the words will be mostly counted.Please use the lesson plan template provided in the Assessment tab on iLearn, this is a modification of the Week 7 template. When submitting, the lesson plan should be attached to the front of the report so that markers will read the lesson plan first, then read the report/essay justifying the lesson plan.2. Write a report/essay justifying your lesson plan using appropriate academic literature:
feel free to use subheadings and/or a brief introduction and conclusion. Be sure to think about/mention:- Why have you used these resources? How do you know theyre appropriate/relevant?- Why have you chosen this pedagogical approach? How do you know it's 'best practice'?- How have you engaged with the local Aboriginal community? Why is this important? - How do you know you will engage Indigenous students with your decisions and approaches?- What are the policy implications? - What are the ethical implications in consideration of past policies/practices and representation of Indigenous histories and cultures?
Q. how do we incorporate policy implications into our lesson plan? A. This is something for you to consider when designing your lesson plan, and to justify those considerations in your report. For example, you might be working towards a syllabus outcome that does not refer to the Aboriginal and Torres Strait Islander Cross Curriculum Priority (CCP), yet your lesson will be meeting this CCP. Or you have taken into consideration the NSW Aboriginal Education Policy when selecting resources, again explain this consideration in your report.Q. In what ways can we engage with the local Aboriginal community? Does this have to be through direct contact, or does this also mean acknowledgement of relevant local community resources and information linking to the KLA? A. Please DO NOT make direct contact with the local Aboriginal community. Apologies for my capitals but this needs to be emphasised as an inappropriate thing to do for the purposes of this assessment. The assessment asks you to outline the actions, strategies and plans you would put in place to engage Indigenous students and the wider Indigenous community with respect to education. In your report, outline how and why you would engage the local Aboriginal community. Q. Do we need to explicitly state in our lesson plan how we will engage Indigenous students? In the lecture it was said that this was part of the lesson plan, but does this just mean that we are including Indigenous perspectives to engage Aboriginal students? A. This assessment is preparing you for proficiency of AITSL professional standard 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students https://www.aitsl.edu.au/standards The report is where you will justify the decisions youve made to create your lesson plan, including how you will engage Indigenous students. This information will be considered as you plan your lesson, but does not need to be explicitly stated in the lesson plan .
Q. In terms of the strategies, assessment, time and resources, does this need to be done activity by activity? E.g. the strategy we will implement, then assessing how this shows engagement, then the time for this specific activity and then the resources?A. Yes, these columns need to be completed for each activity, with the exemption of Assessment as this might not be relevant for every activity. Please try to think of this as a lesson you would plan for prac, not (just) for assessment, and to make it clear and concise as though you might need to give it to a casual or your Principal to cover the lesson.
Q. 500 word limit in lesson plan, where is this counted?
A. The 500 word limit applies mostly to the Sequence of Teaching/Learning Experiences & Teaching Strategies. As mentioned in another response, the key thing when it comes to word count is whether the lesson plan is clear and concise. Could you give this to a casual teacher (or your Principal!) without explanation to run the lesson? We won't be too picky with word count, e.g. if you're using multiple resources, or meeting several syllabus outcomes and words get taken up here, we just don't want a lesson plan that is pages and pages long, as this is not helpful practice for you as a future teacher, not the hypothetical casual/Principal. You only have a set time to run a lesson so be mindful of that too - a suggestion here is to gather your friends and family and do a run through of the lesson. That way you can see if the timing works out, if your explanations are clear and if there's flow between activities. Or give the lesson plan to one of your peers to run the lesson!
Q. Are sub-headings and first person ok?
A. Yes, sub-headings are encouraged, and use of first person is ok.
Q. Can we use and reference the academic articles we wrote about for assessment 1 in assessment 2?
A. You can definitely use the same academic articles as Assessment 1, provided we haven't given feedback to say your references were inappropriate. The focus of the report is on justifying your lesson plan and the decisions you've made with regard to resources, activities, pedagogy, and consideration of Indigenous students/communities so the way you cite the academic articles should be different. However, be mindful that you are not using the same paraphrasing/quotes as Assessment 1 as this will take you down the path of self-plagiarism.
Q. Do we have to focus on the same Nation/Group for AT2 as we did for AT1?
A. It's up to you where the 'local' is for this assessment. In your case, this could be a great chance to look at the community where you live. For most other students who looked at the local Aboriginal community where they live/work currently, it will be great to see the information/resources from Assessment 1 being brought into the classroom through the lesson plan. In this way, Assessment 1 can really feed into and inform Assessment 2.
APA 7 Referencing
As each Quality of Writing criterion in the rubric requires correct APA 7 referencing please see the following guides on the MQ Library webpage: APA 7th referencing style by The University of QueenslandRe:cite APA 7th by The University of MelbourneAPA 7th style guide by the University of Newcastle (use the Education resources tab on the left-hand side for referencing syllabus documents)
Notes:
So the report is our way of saying that the lesson plan that you've developed is best practice and is is achievable, and he's going to work. So we're looking for things like the timing and the age group and the resource selection, and why you've selected that and the links to policy and your pedagogical decision. So we're looking for all of these.
It is important in this assessment to create a lesson plan that you can use in the classroom, so selecting the strategies/actions/plans that best support their practical application for your lesson plan will guide the selection of the strategies/actions/plans you select. You will then discuss those in your report. While you may refer to broader 'best practice curricular and pedagogical approaches', the focus is your lesson plan.
You are creating a lesson plan that:- fulfills a syllabus outcome/s for your curriculum area - this is your learning goal and the activities you develop will be working towards this;- incorporates an Indigenous perspective;- shows you have considered best practice pedagogical approaches (refer to literature on Indigenous education!);- shows you have considered strategies for teaching Indigenous students;- fulfuls other criteria from Assessment 2 marking rubric.The report then provides academic justification for the decisions you made in creating the lesson plan.
The assessment is to create one lesson plan, so think of the most engaging, appropriate activities and put those in your lesson plan. We are aware that not everything happens in one lesson so it's great you are thinking more broadly about the timing of activities and how these might fit into a series of lessons.Absolutely - fill in the 'Links with further learning' section' and tell us your ideas for future lessons to build off this one. Also tell us in the 'Prior learning' section what students already know i.e. what the lessons leading up to this lesson has covered.Please remember, this lesson is just a snapshot in a unit of work or sequence of lessons so don't try to make it cover everything!The short answer re: length of time is - this is your classroom so you get to decide the length of the lesson. If unsure, run the lesson for your family and friends, and see how engaged they are throughout. I would say 90 minutes is a long time for 11 & 12 year old students, so I would think about this length of time carefully and if you decide to go ahead with it, tell us why. I would encourage you to ensure the lesson is very engaging with lots of activities within the 90 minutes.
The short answer is - this is your classroom so you get to decide the length of the lesson. If you are working with (for example) Year 1 students, one hour might be too long. If this is for Year 10, then one hour is fine.We want to you think about the sequence of learning, so if a book has been read in a previous lesson, mention that in the prior learning section. If there's an activity that will flow from your lesson, mention that in the Links with further learning section.This lesson is just a snapshot in a unit of work or sequence of lessons so please don't try to make it cover everything! Think about it less as an assessment and more as a lesson you will actually teach in the classroom!
Remember this for University class.
You need to write for primary school classroom.
This is just an Example, on how to do it.
This is a lesson plan exemplar as a guide to completing a lesson plan for Assessment 2. This is not the only way it can be done, it is just one way you can create your lesson plan.
LESSON PLAN
Pre-Service Teachers Name Year 3000 level Date 24.07.2022 Time 9am-11am
Key Learning Area(s) EDST3170 Indigenous Education
Learning Purpose (brief and explicit description of the purpose of the lesson and the outcomes expected):
This tutorial focuses on introductions and connections to the unit and each other as a way to model the relational theories and practices we will be discussing throughout the semester. Students will begin building relationships with their peers based on connections made and reflections shared.
Links with previous learning and links to other KLAs
EDST1000 social justice considerations, politics of schooling, cultural studies.
Syllabus outcome/objectives(s)
Indicators / Content
ULO2: Explain the strategies to teach Indigenous education and engage Indigenous students in the classroomULO4: Apply knowledge and understanding of Indigenous knowledge and culture in the classroom and in teachings Implementation of best practice pedagogical approaches.
Walk the talk, showing, not just telling, Indigenous Knowledges and the incorporation of Indigenous perspectives.
Students develop meta awareness in role/s as student and teacher
Cross-curricula priorities
-133351333500 Aboriginal and Torres Strait Islander histories and cultures -603251333500 Sustainability
-133352667000 Asia and Australia's engagement with Asia General capabilities
-133356096000 Critical and creative thinking -400051333500 Intercultural understanding -603251333500 Numeracy
-133356286500 Ethical understanding -400056286500 Personal and social capability -603256286500 Literacy
-133352667000 Information and communication technology capability
Quality Teaching elements
Intellectual Quality Quality learning environment Significance
-133355461000 Deep knowledge -400055461000 Explicit quality criteria -603255461000 Background knowledge
-133353937000 Deep understanding -400053829000 Engagement -603253937000 Cultural knowledge
-133354254500 Problematic knowledge -400054254500 High expectations -603254254500 Knowledge integration
-133353619500 Higher order thinking -400053619500 Social support -603253619500 Inclusivity
-133352984500 Metalanguage -400052984500 Students self-regulation -603252984500 Connectedness
21209003810000-133353810000 Substantive communication Student direction -603253810000 Narrative
Sequence of Teaching/Learning experiences Teaching strategies
(eg., whole class, group, individual, differentiation, integration) Assessment
(what and how) Time Resources
Introduction, including: Acknowledgement of Country, introduction to tutor, introduction to unit.
Unit expectations, including: lectures, tutorial attendance and engagement and expectations of students engagement with the unit.
Unit structure, including: topics to be covered, significance of compulsory unit, emphasise challenging and confronting content`
Web of Relatedness take students outside and stand in circle. Key questions include: Who are you? Where are you (coming) from? What do you want to learn in this unit? Students to answer these questions when introducing themselves. When another student identifies with what is being said, they make themselves known and the wool is thrown to them. Students hold onto the wool once it has been thrown so that by the end there is a web showing the points of connection. Just one connection point per student. Tutor to begin and end the web.
Relationally Responsive Standpoint Show slide and explain the metaphors for process, that often this is done backward. Emphasise this pedagogy will be modelled to inform/show students best practice when working with Indigenous students, communities and Knowledges/perspectives. Always start with Respect and Connect, justification of Web of Relatedness activity.
Tedx talk: Dr Amy Thunig Introduce Tedx talk, including trigger warning there is confronting content. Encourage students to think about questions whilst watching:
What information (if any) was new for you to learn?
Was any of the content challenging or surprising for you?
What does this mean for your teaching practice?
Small group reflection and class discussion in small groups, students critically reflect on Tedx talk and their own experiences of schooling. Each group share key points of discussion with whole class.
How do students learn best? To find out more about students, find out what year level students are, whether they are studying Early Childhood Education, Primary, Secondary, what subject/s areas e.g. Science, Math, English, History etc. Go through slide with different options for learning.
Tutor-led
Tutor-led discussion using visual promptsTutor-led discussion using visual promptsWhole class
Tutor-led discussion using visual promptsWhole class viewing
Small groups (no more than 4 students)
Whole class discussion
Have students move around the room depending on their response e.g. Primary teachers to the back of the room, Early Childhood teachers to the front of the room, Secondary teachers to the left of the room. How do students position themselves?
What are students finding in common, how are they interacting and connecting?
Tutor to move from group to group. How are students critically reflecting? What are their reactions, is this new/challenging information? Are they able to link this to their own teaching practice? Who are the students doing the talking, who are not?
Assess students interest/comfort levels with different activities and options for learning. 5 mins
5 mins
10 mins
40 mins
5 mins
15 mins
25 mins
10 mins N/A
PowerPoint
Projector
PowerPoint
Projector
Large space (pref. outside)
Wool
PowerPoint
Projector
PowerpointProjector
Sound
https://www.ted.com/talks/amy_thunig_disruption_is_not_a_dirty_word/up-next
PowerpointProjector
Links with further learning
Web of Relatedness links to week 2 topic - positionality and activities such as Cultural Iceberg and critical self-reflection, also Assessment 1.
Relationally Responsive Standpoint is best practice pedagogical approach to incorporating Indigenous perspectives, and will be built upon in weeks 3, 4 & 6.
Tedx talk establishes foundational knowledge of ongoing impacts of colonisation, links to formal schooling systems/policies in weeks 4 & 5.
