REAP Assignment 2 Scaffold NAME: write your name here SCHOOL AND SUBURB: your school and suburb here Assignment tips: This assignment must be submitted through iLearn. Assignments may not be emailed. If you can’t get iLearn to work, please call the BCE Help Desk. You must upload in Word format. Do not submit your document in PDF format. Only upload one document to iLearn. If you would like to demonstrate resources/add learning ideas, take a photo or screen shot (the snipping tool is great for this) and add them as an appendix to this document. Be conscious of your overall file size of 250MGs. Photos can make your file too large to upload. You may need to resize photos or zip you file. with the person who coordinates the curriculum at your school to ensure your planning aligns with the planning from your school. This assignment is designed to be created during your normal, day-to-day teaching and should reflect your school planning. Your school may use a different planning template, and if so, use that one. Make sure you have all the components from this template though (inquiry learning, relevant parts of the achievement standard, learning intentions, etc) The Religion Planning Template below is designed for a complete Religion Unit that you have planned and taught. The four lessons are a segment of the complete Religion Unit. We need to see where the four lessons fit in the context of your unit. Read the criteria. Above standard means you are meeting with a supervisor regularly to demonstrate a cycle of improvement. We will discuss this with your supervisor in a phone call. You need to demonstrate to them that through this process, your teaching is improving! Delete the assignment tips that appear in yellow highlight before submitting. This template has 2753 words. You need to add an additional 3500 or equivalent with resources. Submission Checklist:
Assignment Two Criteria The student must demonstrate ‘At Standard’ or ‘Above Standard’ in all criteria to pass this assessment. In this task, the student: Above Standard At Standard Below Standard Line of Sight Demonstrates an advanced understanding of “line of sight” by incorporating very relevant aspects of the achievement standard, year level description and content descriptions. Demonstrates a broad understanding of “line of sight” by incorporating relevant aspects of the achievement standard, year level description and content descriptions. Demonstrates a limited understanding of “line of sight” by incorporating some aspects of the achievement standard, year level description and content descriptions. Inquiry Demonstrates an advanced understanding of inquiry learning. Demonstrates a broad understanding of inquiry learning. Demonstrates a limited understanding inquiry learning. Use of both dimensions of Religious Education Demonstrates an advanced understanding of the distinct and complementary nature of the two dimensions of Religious Education by creatively aligning relevant content from Religion Curriculum P-12 and the Religious Life of the School Demonstrates a broad understanding of the distinct and complementary nature of the two dimensions of Religious Education by aligning relevant content from Religion Curriculum P-12 and the Religious Life of the School P-12. Demonstrates a limited understanding of the distinct and complementary nature of the two dimensions of Religious Education by choosing content from Religion Curriculum P-12 and the Religious Life of the School P-12.
Above Standard At Standard Below Standard Resources Provides a broad variety resources that support the learning and teaching of Curriculum content. Provides a list of relevant resources that support the learning and teaching of Curriculum content. Provides a list of some resources. Literacy Adheres to APA referencing Style guide. Uses appropriate formatting, grammar and spelling consistently within the word count. Adheres to APA referencing Style guide. Uses appropriate formatting, grammar and spelling. A limited adherence to APA referencing Style guide. Paper requires significant editing in formatting, spelling and/or grammar. Above Standard At Standard Standard Meeting with Religious Leader in school community to conduct reflection process Has met regularly with a leader in Religious Education, during planning and implementing the learning and teaching of the four lessons using the using the BCE Model of Pedagogy. Demonstrates a of improvement. Has met with a leader in Religious Education, during planning and implementing the learning and teaching of the four lessons using the using the BCE Model of Pedagogy. Provides a reflection on planning and implementing the learning and teaching of the four lessons. Focus Provides insightful examples of a focus on learners and their learning. Provides examples of a focus on learners and their learning. Provides poor examples of a focus on learners and their learning. Establish Provides poor examples of learnings and success criteria.
Provides insightful examples where clear learnings and success criteria have been established. Provides examples where clear learnings and success criteria have been established. Activate Provides insightful examples where multiple ways of knowing, interacting and multiple opportunities for practice have been activated. Provides examples where multiple ways of knowing, interacting and multiple opportunities for practice have been activated. Provides poor examples of ways of knowing. Respond Provides insightful examples of a response to students with feedback that moves learning forward. Provides examples of a response to students with feedback that moves learning forward. Provides poor examples of a feedback that moves learning forward. Evaluate Provides insightful examples where the effect of teaching on student achievement and success have been evaluated. Provides examples where the effect of teaching on student achievement and success have been evaluated. Provides poor examples where the effect of teaching on student achievement and success have been evaluated. Overall result:
CORE CONTENT AREA 1: Learning Experiences - Select a relevant Explore Elaborations Teaching and Learning Sequence Focus/Question– It is up to you how you plan your four lessons within the context of the whole unit plan. You could present the four lessons as one long plan with four parts, or four individual lessons. If you have a school inquiry model, you should use that model for planning rather than the one presented here.
CORE CONTENT AREA (copy and paste for three content AREAS) Learning Experiences - Select a relevant Explore Elaborations Tuning In What is the topic? Why should we study this topic? Frame manageable questions. What do I already know about this topic? I think I know How is this relevant to me? Finding Out Identify possible sources of information Identify skills necessary for the investigation. How did it happen? Who was there and what were the facts? Sorting Out What do we want to find out? How can we do this best? How will we gather the information? Does what I knew before still apply? Does my first idea still make sense? Communicating Extend and challenge students’ understandings Offer more information Is there something else I need to deepen my knowledge understandings? What difference does this make to me? Reflecting and Evaluating So what have I learnt? If I know this, how can I connect it with my world?
Inquiry Process Learning Experiences - Select a relevant Explore Elaborations Tuning In Finding Out Sorting Out Communicating Reflecting & Evaluating What is the topic? Why should we study this topic? Frame manageable questions. What do I already know about this topic? I think I know How is this relevant to me? Identify possible sources of information Identify skills necessary for the investigation. How did it happen? Who was there and what were the facts? What do we want to find out? How can we do this best? How will we gather the information? Does what I knew before still apply? Does my first idea still make sense? Extend and challenge students’ understandings Offer more information Is there something else I need to deepen my knowledge understandings? What difference does this make to me? So what have I learnt? If I know this, how can I connect it with my world? Core Content Area 1 Teaching and Learning Sequence Focus/Question– Stage of Inquiry Teaching Sequence Resources/ Webtools/ Adjustments
multiple opportunities for practice Have you taught explicitly? Have you differentiated to move each students’ learning forward towards the success criteria? Respond with feedback that learning forward What examples can you provide of when you have given students feedback on their progress? What were the results? DISCUSSION POINTS ADDED HERE. 200 WORDS Evaluate the effect of teaching on student achievement and success How well is what I am doing working for different groups of students and why? What possible reasons for some students or groups of students progressing more or less? DISCUSSION POINTS ADDED HERE. 200 WORDS Curated Resources: List of References (Maximum of five, no less than three. ResouceLink can help. Reference correctly using APA. may assist you or check how ResourceLink reference the resources in their catalogue.) List of resources that could be used to teach this unit. Curated Resources: Created Resources for this unit (Screen shots, photos, or snipping tool of powerpoints, activities, work sheets, etc)