Identify a Cross-Curricular Teaching Module - Management Assignment Help

Assignment Task:

Task:

Please have a look in the above mentioned youtube video where the lecturer has shared how to do the assignment and what things we need to consider.

• Identify a cross-curricular teaching module. Specify its stage and setting, and write a teaching program for a five-week period of two lessons per week, incorporating at least a rationale, syllabus outcomes, learning and teaching strategies, assessments, content and resources which address specific learning needs of students across the full range of abilities. It must include appropriate assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. Evidence of modification of the learning and assessment as the lessons progress need to be annotated (Refer to the Marking Rubric to ensure GTSD’s and content has been covered particularly with demonstrating your understanding of the use of data in planning to teach).
• Finally, justify your design in the light of some major educational thinkers; how students learn; 21st-century educational opportunities and the necessity to embed language, literacy and numeracy strategies when teaching in the content areas.
• GUIDANCE NOTES
• As we noted for the previous tasks, as teachers, we test for competency and teach for commitment. Therefore, you are looking to demonstrate your competencies in the required scope of these tasks.
• This task is another opportunity for you to rehearse planning for your teaching, using the competencies that have been offered to you during the course.
• Remember the general tips for how to demonstrate competency: 
• Locating the required content:
• The best starting point for understanding what topics you have to include in any task is to underline each NOUN that in the task description. As you plan your essay, make sure you can tick off each noun content that is listed.
• Locating the required thinking about the content
• To understand the action we need to undertake in our thinking, we look for the VERBS in any task, and circle those.  
• Task 2
• Let's apply the two principles above to your third task.
• CONTENT FOR TASK 2
•  A cross-curricular teaching module - this is similar to the last task (five weeks of two lessons per week), but distinct in what is to be included in its construction; Module elements - this includes a rationale, syllabus outcomes, learning and teaching strategies, assessments, content and resources all linked to different ranges of abilities; Assessment strategies - note the range of strategies that are listed - you must have at least one of each in your module; Modification - how will you demonstrate that you have adjusted some of the learning tasks and assessments for the needs of students?
• Design description - this must be done with reference to "major educational thinkers" as per the content of the course.
• ACTION FOR TASK 2
•  Select and specify- it is your choice, it should be original work, and clearly identified re stage and setting; Plan - use the lesson plan template as you would if you were the teacher of the class - see the notes above for the lists of what is to be included in the plan;Annotated evidence - don't just do the modification - note it clearly;Justify - refer to the list of theories to be discussed and reflected upon - major educational thinkers; how students learn theories; 21st century education; and particular needs of students.
• NOTE: when justifying what you have done, you DO NOT HAVE TO AGREE WITH THE THEORIES OR THEORISTS - you simply need to explain what you have found helpful or not, and why.
• The Assessment Rubric
• How does all of the above link with the assessment rubric? Here is a suggested way of thinking about each criteria:
•  Use of data (15%) - many schools are now 'data informed' - thus, this needs to be one of the strategies you use in your development plan of your module;Sequence and alignment (15%) - does the module flow well, make sense, and do the parts sit well together?
• Strategies (15%) - the needs you are adjusting for can be hypothetical - you are demonstrating that you can adjust if you need to, according to the categories listed in this criteria;Progressive learning goals for varied abilities (15%) -  what does it look like when you ae adjusting the learning goals because of the different levels of current capacities of the students?
•  Assessment strategy (10%) - make it clearly compatible with what is being taught;Assessment moderation (10%) - and how do you adjust the assessment according to the different needs of the learners?
•  Feedback from assessment (10%) - how do you plan to use the results of your assessments to inform your subsequent teaching of your students?
• Reporting of results (10%) - why will you report the way you plan to report? 
• DRAFTING IDEAS
• Go through the readings and resources and list which ones you might use - then start drafting what it might look like. You are free to send early drafts to your lecturer for a general comment as to whether you are 'on the right track'.
• REMEMBER
• Use the readings and material from the course!

The above Management  Assignment has been solved by our  Management Assignment  Experts at My Uni Paper. Our Assignment Writing Experts are efficient to provide a fresh solution to this question. We are serving more than 10000+ Students in Australia, UK & US by helping them to score HD in their academics. Our experts are well trained to follow all marking rubrics & referencing style.

Be it a used or new solution, the quality of the work submitted by our assignment experts remains unhampered. You may continue to expect the same or even better quality with the used and new assignment solution files respectively. There’s one thing to be noticed that you could choose one between the two and acquire considered worthy of the highest distinction.