EPE520 - Design and Justify a Series of 3 Sequential Lessons - Arts & Humanities Assignment Help

Assignment Task

Title - Design and justify a series of 3 sequential lessons

Purpose: This assignment aims to assess your knowledge of lesson design, in preparation for your Professional Experience Placement. The requirement on your placement is to plan and teach 10 sequential lessons. Your mentor on placement will advise if the lessons you produce for this assignment is suitable. However, they may suggest that you plan different lessons to better suit the class’s current learning.

Audience and Detail: The audience is a professional colleague, mentor teacher or prospective employer. The detail required in the lesson plan is such that if it were to be delivered by a professional colleague, such as a relief teacher, they would have all the required information.

Task: Design a series of 3 x 40 minute sequential lessons that respond to the learning and behavioural needs of a precisely anticipated group of diverse students on a topic that is relevant for the year level selected (Early Childhood, Primary or Secondary), and responds to the socio-cultural needs of a diverse group of students. A detailed rationale will introduce your assignment to justify your subsequent professional decisions. A peer-reflection on your lesson design will conclude your assignment. The rationale and peer-reflection will need to link to the professional and theoretical literature presented in this unit.

Part 1: Written Introduction
This written introduction needs to orient the reader and foreground the connection to context and purpose for learning. Provide paragraph responses using the following bolded titles below as headings (and use the word count to guide your focus). Your Introduction should include the following FIVE parts.
You will need to support your claims with reference to the relevant literature relating to core and discipline specific pedagogical issues, policies and practices.
Please start your assignment with a title page that identifies the unit details, lecturer details, your name, student number, date, and subject/title of lesson.
The following sections – Part 1 Sections 1-4 are Assignment 1 A and are due Friday midnight Week 4
Who are your students? (Week 1)

Context: Describe the Background Context of the learning environment. Select a school or setting in your local area and provide relevant demographic data (e.g. school size, student numbers, gender, Indigeneity, students with additional needs, citizenship/student country of birth, spoken languages); geographic (e.g. metropolitan, regional, remote); socio-economic (e.g. average household incomes, parental education and qualifications). Explain how the age of the students in your described context would relate to the learning described in your lesson (i.e. why would it be of interest to them). Make links to Theories of Cognitive development (Week 1 Theory).

Learning Outcomes: Identify the age and year level of your students, and decide which curriculum you will need to follow for your EPE510 placement (Early Childhood students will need to plan using the EYLF for this Unit, however they will also need to know how to use the Australian Curriculum for future placements).

What are students going to learn?
Create a Graphic Representation (i.e. concept map or hierarchy) of your chosen Content Descriptor. You will need to do some research to identify a topic of focus, and all the potential knowledge/skills/concepts related to the descriptor. It should show how knowledge concepts cluster (i.e. what you might cover in a series of lessons or a whole unit on the topic). Highlight the specific concepts on which you intend to focus your THREE lessons, ensuring they are sequential and scaffolded. (Identify at least 10-15 sub-skills/concepts).
Explain the key features of the skills or concepts of focus across your lessons. Justify whether it is Declarative and/or Procedural Knowledge you are focusing on. Make links to designing for cognitive needs and individual differences.
Identify your thee Learning Intentions (1 per lesson), and specify which elements are the (1) Measurable Verb, (2) Skill/concept you are finding out about, and (3) the Context of the lesson/topic you have chosen. Explain how your learning intentions are scaffolded to build knowledge/skills.
How do you engage students for behaviour? (Week 3) 350 Words
Explain the ways in which you plan to engage students in their learning to support positive behaviour management practices. What teaching strategies, instructional modes, questions and resources will you use to support learning? Explain how you are going to engage students for identity and socio-emotional development in your sequential lessons.
How will you integrate curriculum and behaviour planning? (Weeks 4- 6) 350 Words
Identify how you will integrate the theory of this unit into your lesson plans. You may use the following grid to present your links between theory and practice. Dot points are appropriate.

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