Plan and Evaluate English Lessons and Units - Teaching English - Teaching Assignment Help

Assignment Task

Assessment overview
For this assessment, you are required to generate and analyse unit and lessons plans in the English curriculum using the structure and content relevant National and/or State or Territory Curriculum. This task will enable you to further develop your skills in designing teaching strategies that take an inclusive and integrated approach to the teaching and learning under the English curriculum. This is an opportunity for you to draw together the theoretical and practical components of the unit, demonstrating how your understanding has developed, and looking ahead to your practice as a teacher of English in the primary school.

Related learning outcomes
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:
1.Plan and evaluate English lessons and units using the structure and content of the relevant national and/or state or territory curriculum including multi-literacies.
Investigate and plan pedagogical approaches to literacy in the primary years for diverse learners.
Develop appropriate and inclusive methods and structures for the planning and assessment of English.

Assessment details
Folio outline
Create a unit of work for either a Foundation to Year 2 class, Year 3 – Year 4 class or a Year 5 – Year 6 class. Your unit of work should provide an opportunity for students to develop skills across the three content strands, i.e. Language, Literacy and Literature, within the relevant National and/or State or Territory Curriculum across a series of related lessons.
You will need to compare and evaluate strategies and resources designed for the English curriculum teaching, as well as generate evidence of your capacity to plan and assess units and lessons based on sound pedagogical principles that demonstrate your understanding of the relevant National and/or State or Territory Curriculum
Folio topic/theme
In determining a focus for your unit, you should choose a topic or theme and connect all three content strands i.e. Language, Literacy and Literature. Your theme or topic will link the separate lessons into a cohesive unit. Each of your lesson plans should incorporate activities that are centred on your chosen topic or theme. For example, if the topic is Dreaming Stories, activities could include the use of video and/or audio equipment, smart board/TV, books, reading and writing materials including iPad/tablet.
Your theme should be appropriate for the year level and offer opportunities to integrate real world, authentic teaching, learning and assessment opportunities into the lessons to optimise student interest and engagement. You should also look for ways to incorporate inclusive, integrated and/or holistic approaches into your teaching and assessment design.

Folio structure
There should be four (4) different components to your folio. These four different components should be collated as one Word document and will include the following:

Introduction
A detailed introduction contextualising and justifying the unit of work, and detailing what English skills are being targeted. The background context— including year level and prior knowledge of students. The strands and elements from the relevant National and/or State or Territory Curriculum that you are addressing.

Unit plan
The unit plan should have clear learning objectives that have been drawn from the relevant National and/or State or Territory Curriculum. The unit plan should consist of five (5) individual lessons. The unit should include an assessment plan that incorporates both formative and summative assessment. The unit plan should include the following:
The objectives and aims of the unit.
Pedagogical approaches (e.g. strategies, tools, grouping of children, etc).
A presentation of each sequential lesson.
An assessment plan for the unit including record keeping and reporting strategies. This should align with the unit objectives and consider how to cater for diversity or inclusive approaches.

Reflection
Provide a concise reflection on your development of the unit plan, including:
An examination and evaluation of the development of English skills explored through your unit of work
Your rationale for the pedagogy, activities and other key choices you have made.
Resource list (not included in word count)
Provide a specific list of resources (including stimuli, texts, tools, ICT).

Primary Specialisation
In the “Primary English Specialisation” stream it is expected that your assignment will reflect:
Expert content knowledge
Expert pedagogical content knowledge
Highly effective classroom teaching in their area of specialisation
The primary specialization stream differs from the standard unit by requiring students to demonstrate greater depth and breadth of knowledge in the form of detailed, expert content and pedagogical content knowledge which effectively links theory with practice. This must be demonstrated through students’ engagement with the curriculum, moving beyond simply describing it, to positioning it in relation to their understanding and expectations of their future the English curriculum teaching practice.
In the primary specialization stream, students must demonstrate strong links between relevant contemporary the English curriculum literature, the English curriculum pedagogical literature and their teaching practice. They must demonstrate innovative, insightful and highly effective classroom teaching practices, including critical analysis of these practices. In addition, students in the primary specialization stream must complete extended readings which they will be expected to refer to in their assessments for this unit.

Assessment criteria
Ability to plan the English curriculum lessons and units using the structure and content of the relevant national and/or state or territory curriculum.
Examination of the development of English skills throughout the primary years of schooling.
Investigation of contemporary the English curriculum pedagogy through links to theories, models and perspectives.
Development of methods and structures for the planning and assessment of the English curriculum that cater to diversity and inclusive approaches.

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