EDUC2016 TASK 2: PROJECT DESIGN

EDUC2016 TASK 2: PROJECT DESIGN

Genre Project Design* Length 2000** Due See unit site Weight 50%

Submission Submit as a single document via the unit site using the link provided.

No cover sheet or criteria sheet is required.

Grading See the criteria sheet below.

Notes * Genre requires formal analytical writing style with clear headings and sub-headings.

** Length does not include references or any extended quotations from supporting sources.

Task Context

There are common threads that run through different subjects and curriculum and pedagogy are always emergent and responsive in a changing world. For example, the Cross-Curriculum Priorities of the Australian Curriculum encourage all teachers to have an awareness of:

Asia and Australias engagement with Asia

Aboriginal and Torres Strait Islander histories and cultures, and

Sustainability.

Similarly, the General Capabilities represent common threads across different subjects:

Critical & Creative Thinking

Ethical Understanding

Digital Literacies (ICT)

Intercultural Understanding

Literacy

Numeracy

Personal & Social Capability

Civics & Citizenship

Diversity & Difference

Work & Enterprise

Teachers also need to be responsive to current issues that affect their discipline. Such a teacher is always asking:

What are the topical issues and current affairs affecting my teaching area?

How can I respond meaningfully to these issues through curriculum and pedagogy?

Keeping your teaching responsive to current issues can help your students to learn about and connect more deeply to the world they live in. This assessment gives you the opportunity to reflect deeply on how teachers do this in relation to formal curriculum.

Task Summary

Your task is to design and justify a proposal to integrate:

at least one Cross Curriculum Priority

at least one General Capability and

at least one specific current issue, into

one Stage 4 or 5 unit from your chosen subject syllabus (Years 7 - 10)

For example, a proposal could integrate:

Sustainability

Critical and Creative Thinking and Numeracy, and

the current issue of fracking in Australia, into

the Chemical World unit of the Stage 5 NSW Science Syllabus.

Task Guide

The following section guides will help you to prepare the parts of the assignment. Please use the headings provided in your final submission.

Title (10 words)

Example.

A Proposal to Integrate Sustainability, Critical & Creative Thinking, Intercultural Understanding and Numeracy into a Stage 5 Science Unit

Introduction (<150 words): The introduction should do the following things:

Summarise the purpose of the proposal

Identify the chosen subject and syllabus

Identify the chosen stage and unit

Identify the general capability/capabilities

Identify the specific current issue/s

Identify the general pedagogical frameworks that support your integration.

Example 1: (Science Stage 5: The Chemical World) Introduction

Learning across the curriculum can help students to make connections between subjects and respond to current issues and world events. This proposal integrates a current issue (i.e. fracking) with a cross curriculum priority (i.e. Sustainability) and a Stage 5 content area of the NSW K-10 Science Syllabus (i.e. Chemical World). Furthermore, it describes and justifies several pedagogical approaches to support this integration based on the NSW Quality Teaching Framework (2008), AITSLs Professional Teaching Standards (2012) and the General Capabilities outlined in the Australian Curriculum. Three general capabilities including Intercultural Understanding, Critical and Creative Thinking and Numeracy provide a pedagogical focus for the proposal.

Issue in Context (<200 words): This part of the proposal should provide a general background and elaboration of the current issues identified. Specifically, it should:

Offer a current context that highlights the significance of the issue

Identify and define any key terms that help define the issue

Briefly show how the issue is directly relevant to the broader discipline of the subject.

Example Extract.

Fracking is a current and contested issue in the context of environmental sustainability. It is the process of using liquid to force open subterranean fissures containing oil or gas. In 2015, protests occurred over gas exploration and the possibility of future fracking on Indigenous land in the Northern Territorys Roper region. Some critics are concerned about chemical contamination of nearby soil and water sources as well as the volume of water use required for fracking (ABC, 2016).

The issue of fracking has scientific, social and ecological dimensions that are related but often difficult to coordinate. The scientific dimension relates directly to the Stage 5 content area of the NSW Science Syllabus - Chemical Worlds. The ecological dimension relates to the environmental impact of the fracking process. And, the social dimension relates to the impact of fracking on different human communities. Accordingly, the issue of fracking can be used to help students understand the syllabus content while learning and thinking across the curriculum about sustainability in an Australian and global context.

Curriculum Integration (<800 words): This part of the proposal should show in detail how the issue relates to (a) the chosen syllabus content and (b) the general capability/ies. You can also use tables, diagrams or some dot points (e.g. of syllabus content descriptors and outcomes) in this section if you wish.

Pedagogical Integration (<800 words): Describe and justify some pedagogical approaches (e.g. some specific teaching and learning activities) that could help students to make learning connections between the cross curriculum priority, the current issue, and the syllabus content. Draw from the AITSL Teaching Standards, the NSW Quality Teaching Framework and the General Capabilities you have identified to design and justify your approach.

Example Extract.

One of the three key pedagogical approaches outlined in this proposal involves a simple experiment conducted early in the unit to demonstrate the basic fracking process. As outlined by Ashworth (2013), the experiment involves fracking gelatin in a plastic bottle using tubing and a syringe. Students observe and record how the hydraulic pressure from the water disrupts a layer holding a quantity of gelatin, thus allowing it to escape to the surface.

This activity can be used to develop numeracy as a general capability and intellectual engagement, metalanguage and deep understanding as key elements of the NSW Quality Teaching Framework (2008). Concerning numeracy, students can be encouraged to record quantitative measures (e.g. pressure; mass of gelatin; volume of water) and experiment with these variables to understand their quantitative relationships. The experiment encourages engagement as students participate with concrete apparatus and anticipate what will happen. The teacher can also encourage deep understanding by structuring the experiment with appropriate questions that highlight the relationship between the parts of the model (e.g. the syringe) and elements of the actual fracking process (e.g. hydro-forcing apparatus). Similarly, highlighting the metalanguage of working scientifically during the experiment (e.g. hypothesising; experimentation) foregrounds the syllabuses scientific model.

A follow-up activity could use a photograph and story of placards and banners from the Northern Territory protests to highlight the eco-social dimension of fracking. Students could then brainstorm possible environmental effects (e.g. water usage, escape of gases, erosion and soil destabilisation) that the protestors were concerned about, as well as the possible benefits of gas extraction by hydraulic fracking (e.g. job creation, increased energy supply, lower costs). In a later lesson, students could find ways of adding variables to the experiment to test and simulate some of the general environmental effects.

The activities utilise narrative, knowledge integration and even cultural knowledge as described in the NSW Quality Teaching Framework. The photograph utilises narrative pedagogies by exploring the human story of the Roper gas exploration protests. The brainstorming activity could facilitate Intercultural Understanding as students consider possible tensions over gas and mining exploration on Indigenous land. Together these activities contribute to knowledge integration as students explore the relationship between classroom models, chemical processes, current issues and the role of science in education for sustainability.

Conclusion ( 100): Summarise your proposal and link it to the broader aims of learning through general capabilities and current issues.

References ( 10): This section should include a full list of references cited, including the syllabus for your chosen subject. All references should be listed alphabetically in a consistent style (e.g. APA) and cited correctly in the main text.

Example.

Artinga, W. (2015). Thinking through fracking experiments in the secondary classroom. International Journal of Science Education. 1(2), 2140. doi: 10.1296/annals.1405.01525401860EEDDUUCC22001166 TTAASSKK 2: SSTTAANNDDAARRDDSS && DDEESSCCRRIIPPTTOORRSS

TASK CRITERIA

HD (85+) D (75+) C (65+) P (50+) F (<50)

Purpose The proposal reveals a

sophisticated and highly relevant understanding of learning across the curriculum. This is demonstrated by an exceptionally clear and insightful selection of CCP, the issue, syllabus content and pedagogies in relation to the context, audience and genre of the task. The proposal reveals a

thorough and relevant understanding of learning across the curriculum. This is demonstrated by a very clear selection of CCP, the issue, syllabus content and pedagogies in relation to the context, audience and genre of the task. The proposal reveals a relevant understanding of learning across the curriculum. This is demonstrated by a clear selection of CCP, the issue, syllabus content and pedagogies in relation to the context, audience and genre of the task. The proposal reveals a satisfactory understanding of learning across the curriculum. This is demonstrated by a satisfactory selection of CCP, the issue, syllabus content and pedagogies in relation to the context, audience and genre of the task. The proposal reveals a very weak

Topic understanding of learning across

the curriculum. This is

Thesis

Context

Audience

Genre demonstrated by a frequently

confusing and fragmented integration of the issue, CCP,

syllabus content, and pedagogies in relation to the context, audience

20% and genre of the task.

Content The proposal presents a highly relevant and well-differentiated selection of content and concepts. The context and integration sections are based on an excellent selection of authoritative pedagogical and curriculum content and literature. The proposal presents a relevant and differentiated selection of content and concepts. The context and integration sections are based on a very good selection of authoritative pedagogical and curriculum content and literature. The proposal presents a credible and somewhat-differentiated selection of content and concepts. The context and integration sections are based on a good selection of authoritative pedagogical and curriculum content and literature. The proposal presents a satisfactory selection of content and concepts with some differentiation. The context and integration sections are based on a satisfactory selection of authoritative pedagogical and curriculum content and literature. The proposal presents a sometimes irrelevant and poorly differentiated selection of content and concepts. The context, integration and pedagogical approaches are based on a weak selection of authoritative pedagogical and curriculum literature.

Information & Data Conceptual Knowledge Examples & Illustrations Sources

Relevance

Authority

20%

Analysis The proposal reveals a highly differentiated and convincing analysis and synthesis of content. This is demonstrated by exceptionally insightful integration and justification of pedagogical approaches that is always logical, evidenced-based, specific, original, critical, reflective and evaluative. The proposal reveals a differentiated and quality analysis and synthesis of content. This is demonstrated by very insightful integration and justification of pedagogical approaches that is logical, evidenced-based, specific, original, critical, reflective and evaluative. The proposal reveals a mostly differentiated and convincing analysis and synthesis of content. This is demonstrated by insightful integration and justification of pedagogical approaches that is mostly logical, evidenced-based, specific, original, critical, reflective and evaluative. The proposal reveals satisfactory analysis and synthesis of content. This is demonstrated by satisfactory justification of pedagogical approaches that is sufficiently logical, evidenced-based, specific, original, critical, reflective and evaluative. The proposal reveals a poorly differentiated and unconvincing analysis and synthesis of content. This is demonstrated by analysis that frequently lacks logical, evidenced-based, specific, original, critical, reflective and evaluative justification of the integration and pedagogical approaches.

Logic Evidence Specificity Creativity Criticality Reflexivity Evaluation

20% Structure The proposal displays highly effective and accurate structuring and sequencing of content and analysis. This is demonstrated by exceptionally clear and conventional use of subheadings, sections, paragraphs, sequencing and cohesive ties. The proposal displays effective and accurate structuring and sequencing of content and analysis. This is demonstrated by very clear and conventional use of subheadings, sections, paragraphs, sequencing and cohesive ties. The proposal displays good structuring and sequencing of content and analysis. This is demonstrated by clear use of subheadings, sections, paragraphs, sequencing and cohesive ties. The proposal displays satisfactory structuring and sequencing of content and analysis. This is demonstrated by satisfactory use of subheadings, sections, paragraphs, sequencing and cohesive ties. The proposal displays ineffective structuring and sequencing of content and analysis. This is demonstrated by frequently confusing, unconventional or limited use of subheadings, sections, paragraphs, sequencing and cohesive ties.

Graphic OrganisationHyperlinks Section Paragraph Sequence Cohesive Ties

10% Style

Clarity Tenor

Mood

Mode

Narrative Form

Active/Passive Voice

Tense The proposal is written and presented in a highly effective and mature style in relation to the genre, audience and context of the task. This is demonstrated by mastery of relevant conventions of style including, expression, tenor, tense, vocabulary, literary devices, referencing, formatting and length. The proposal is written and presented in an effective and mature style in relation to the genre, audience and context of the task. This is demonstrated by the very good use of relevant conventions of style including, expression, tenor, tense, vocabulary, literary devices, referencing, formatting and length. The proposal is written and presented in an effective style in relation to the genre, audience and context of the task. This is demonstrated by good use of relevant conventions of style including, expression, tenor, tense, vocabulary, literary devices, referencing, formatting and length. The proposal is written and presented in a satisfactory style in relation to the genre, audience and context of the task. This is demonstrated by satisfactory use of relevant conventions of style including, expression, tenor, tense, vocabulary, literary devices, referencing, formatting and length. The proposal is written and presented in an ineffective and unconventional style in relation to the genre, audience and context of the task. This is demonstrated by failure to use relevant conventions of style including graphic design, expression, tenor, tense, vocabulary, literary devices,

referencing, formatting and length.

Vocabulary

Academic

Technical

Inclusive Language Graphic Design Referencing

Citations

Reference List

Quotations Formatting

Font

Spacing Length

10% Syntax & Grammar

Sentences

Fragments

Run-on Sentences

Agreement The proposal reveals a mature and sophisticated use of syntax and grammar. This is demonstrated in all sections by exceptionally accurate use of sentence structures

and grammatical elements including

pronouns, prepositions, articles and

conjunctions. The proposal reveals a sophisticated use of syntax and grammar. This is demonstrated in all sections by accurate use of sentence structures

and grammatical elements including pronouns, prepositions, articles and conjunctions.

The proposal reveals a good use of syntax and grammar. This is demonstrated in all sections by mostly accurate use of sentence structures and grammatical elements including pronouns, prepositions, articles and

conjunctions. The proposal reveals a satisfactory use of syntax and grammar. This is demonstrated in all sections by satisfactory use of sentence structures and grammatical elements including pronouns, prepositions, articles and

conjunctions. The proposal reveals a very weak and occasionally unsophisticated use of syntax and grammar. This is demonstrated in most sections by inaccurate use of sentence structures and grammatical

Word Classes

Pronouns

Prepositions

Articles

Conjunctions

10%

elements including pronouns,

prepositions, articles and conjunctions.

Mechanics

Spelling The proposal displays a flawless understanding of the mechanics of writing. This is demonstrated with

exceptionally accurate spelling and

punctuation in simple and complex sentences. There is excellent evidence of effective editing. The proposal displays a very good understanding of the mechanics of writing. This is demonstrated with

accurate spelling and

punctuation in simple and complex sentences. There is very good evidence of effective editing. The proposal displays a good understanding of the mechanics of writing. This is demonstrated with mostly accurate spelling and

punctuation in simple and complex sentences. There is good evidence of effective editing. The proposal displays a satisfactory understanding of the mechanics of writing. This is demonstrated with

satisfactory spelling and

punctuation in simple and complex sentences. There is some evidence of effective editing. The proposal displays a weak understanding of the mechanics of writing. This is demonstrated with

Punctuation

Apostrophes

Full Stops

CapitalisationQuotation Marks

Commas & Colons

Abbreviations

Other (e.g., Hyphens)

Editing

10%

frequently inaccurate spelling and

punctuation in simple and complex sentences.

There is little evidence of effective editing.