Professional Documents
Culture Documents
Professional Task 1
Colyton High School
Stage 4 Science
Table of contents………………………………………………………………………………………………..
…………..…….…1
Executive Summary: Objective and Context…………………………………………………….
………………….…2
Background Information………………………………………………..
……………………………………………….…….….3
Executive Summary:
Goals………………………………………………………………………………………………….……4
Executive Summary:
Recommendations…………………………………………………………………………….……5
Comparative
Table…………………………………………………………………………………………………………….………6
Recommendations to
Faculty………………………………………………………………………………………………….…9
Reconstructed Unit: Scope & Sequence year 7 science course…….………………………………………
12
Reconstructed Unit Outline……………………………………………………………………………………….…..
……….13
Reconstructed Unit: Concept Map………………………………………………………………..
…………………………19
Reconstructed Unit: Assessment Task & Marking
Criteria…………………………………………………….20
References…………………………………………………………………………………………………………………
…………….27
Appendices…………………………………………………………………………………………………………………
…………….28
Executive Summary: Objective and Context
This following report has been developed for stage 4 science classes at Colyton High School. The
reconstruction of the unit aims to illustrate adjustments and changes toward improving certain
aspects of the unit outline. The recommendation in this report targets the science faculty in the
school. Although the original unit outline contains some key strength of learning strategies to cater
the various need of students in stage 4 year 7, yet the unit lacks some structure details such as the
absence of addressing some key elements to students learning success which are stated in the
comparative table of this report.
The school is a large publicly founded mixed school located in western Sydney suburbs
approximately 42 kilometers distance from the city centre. The school provides a compulsory and
optional Key Learning Areas KLA classes for year levels 7-12 with a total enrolment of 677 students
(372 boys and 305 girls). The school has a high percentage of students from a culturally rich and
diverse background as 39 % of students being from a Language background other than English
(LBOTE) as well as 10% of the school community are students who identify as being Aboriginal and
Torres Strait Islander (ACARA, 2018). The Index of Community Socio-Educational Advantage (ICSEA)
of a student’s background falls way below the average value of 895 in comparisons to the average
value of standard ICSEA been1000. This indicated that students enrolled in this school are mostly
from low ability classes. Furthermore, as the school caters learning for quite a high number of
students been from LBOTE, the distribution of the school data shows that this has affected the
socioeconomic status of the students. Only 1% of the parents are ranked in the top quarter of
earners while 70 % of the school parents rank below the bottom quarter (ACARA, 2018).
Reference : Statistics and tables above are retrieved from the MySchool Website. Retrieved from: https://myschool.edu.au/school/41824
Background Information
This following report has been developed for stage 4 science classes at Colyton High School. The
reconstruction unit aims to illustrate adjustments and changes toward improving certain
characteristics of the initial unit outline. It targets the science faculty in the school. Although the
original unit outline contains some key strength of learning strategies to cater the various need of
students in stage 4 year seven yet, the unit lacks some structure details such as the absence of
addressing some key element to students learning success which are stated in the comparative table
of this report.
The school is a large publicly founded mixed school located in western Sydney suburbs
approximately 42 kilometres distance from the city centre. The school provides a compulsory and
optional Key Learning Areas KLA classes for year level 7-12 with a total enrolment of 677 students
(372 boys and 305 girls). The school has high percentages of students from a culturally rich and
diverse background as 39 % of students are being from a Language background other than English
(LBOTE) as well as there are 10% of the school community are students who begin identified as
Aboriginal and Torres Strait Islander (ACARA, 2018). The Index of Community Socio-Educational
Advantage (ICSEA) of a student’s background falls way below the average value 895 in comparisons
to the average values of standard ICSEA been1000. Low ICSA indicates that students enrolled in this
school are mostly from low ability classes. Furthermore, as the school caters learning for a quite
high number of students been from LBOTE, the distribution of the school data shows that this has
affected the socioeconomic status of the students. Only 1% of the parents are ranked in the top
quarter of earners while 70 % of the school parents rank below the bottom quarter (ACARA, 2018).
The following recommendations are established based on the UO “Earth and Space” for stage 4 level,
year seven science class. Guidance are created by taking into consideration students having mixed
learning abilities as well as students who identify as Aboriginal and Torres Strait Islander and LBOTE
students.
The recommendations are as follows:
Incorporate the UbD framework with the teaching and assessment context.
Develop literacy-based teaching and learning strategies.
Develop numeracy teaching strategies.
Increase students use of ICT during teaching and learning sessions.
Add unit scope and sequence for students and teacher to monitor learning.
Implement differentiation strategies to improve the learning outcomes of all students.
Incorporate formative and non-formative assessments to advise students learning progress
and reflection foundation for both, teacher and the students. Develop self-directed tasks
and activities to encourage students’ critical thinking and problem-solving capabilities.
Comparative Table
Area of consideration Strengths/weaknesses of the Concerns of the area of consideration Suggested Changes to counteract concerns Research support for the changes suggested.
area of consideration
The unit shows Teaching does not Implementation of different Developing literacy, numeracy and
some active Implement various teaching teaching strategies such as ICT proficiencies skills are the
Literacy
learning and strategies to accommodate worksheets/ writing journals/ Post priority within any effective UO
teaching strategies. strategies in which the Inquiry-
different learning level. a glossary of the key terms to
Minimum based learning (IBL) is the
Activities do not assess students with learning.
assessment use to pedagogical approach. Hint, using
incorporate scaffolding to Explain related terms and relate to
monitor student’s IBL increases students
knowledge. unit. assess with low learning life context. understanding of content and help
Definition of key abilities. Incorporate written and non- them to reflect upon their learning
terms is established Consider word difficulties formative assessment during (Jerrim, Oliver & Sims, 2019;
in some areas. when explaining content or instruction to reflect students Albion, 2015).
Students take notes mathematical problems learning progress.
from given diagrams especially for EAL/D Include students learning
or ICT resources. students.
feedback after each activity for
students to write and reflect on
their learning.
Students practice word problems.
Use scaffolded tasks to assess
divers’ learners and their learning
requirements.
The numeracy No particular numeracy skill Implement numeracy tasks in a In the numeracy related content,
element is touched in the teaching strategies way it’s connected to everyday the use of IBL increases students
Numeracy
to some extent; which led to UO missing the situations. understanding of the material and
Integrate hand on activity and help them to reflect upon their
however, it hasn’t central numeracy element
learning (Jerrim, Oliver & Sims,
been explicitly of the subject. explicit covering content such as
2019; Albion, 2015)
illustrated as part of Lack the incorporation of problem solving and working
a student’s life skill maths context with ICT skills mathematically showing examples
learning. to allow a better of how to solve mathematical
understanding of content. problems.
Task considers Use numeracy focused assessment
mathematical problem- tasks to help students in
solving skills. improving their skills.
Practice ICT resources such as
Excel and stimulating web
resources.
The students Not consider a visual research projects and Concept map is a basic
Critical and Creative
Thinking
develop a poster. context to aid critical independent approaches to the organisation that seeks visual
Students involved in thinking/deep research context. presentation of the desired
a class discussion. understanding of content Brainstorm learning and use fundamentals, yet this
No concept map concept map to cover subject organisation provides a powerful
especially for those
included. stimulus to grasp learning
students who learn through context.
Limited evidence of (Roessger et al., 2018).
infographic context rather Ensure that lessons provide the
pronounced students with opportunities into
activities to support than text transcriptions.
Novels to stimulate creative creative and critical thinking.
critical and creative
thinking throughout and critical thinking Implement a visual context to aid
the unit. approaches, activities and critical and creative thinking
tasks especially students who learn
Limited hand on activities their infographic context rather
effects student’s ability to than text transcriptions.
grips content and enhance Promote group work by discussing
their content knowledge ideas and novels.
and approaches to
demonstrate their
understanding and
creativity.
No strong Learning to Establish through The focus to improving students’
Personal and Social incorporation of The lack of differentiation facilitating culturally responsive social skills and capability has
Capabilities
background effects students’ self- pedagogy approaches where been found to correlate with
esteem and social and
knowledge to learning context is related cognitive development as it has
interpersonal skills.
accommodate the students own background been identified that student who
Teachers are unable to
EAL/D and access students learning knowledge. displays a high social ability
Aboriginal and when differentiation is Pair up students from LBOTE with achieve an outstanding learning
Torres Strait, inattentive. non-LBOTE to help students with achievement (Broemmel et al.,
learners. communication skills. 2015; Frey & Fisher, 2011, PP 123
No accommodation Include group work activities and 68-74).
for students who group discussion. CT incorporate activities in
experience low SES teaching areas such as science can
or lower learning positively yield better learning
abilities engagements. Also, ICT can be
applied as a platform to assess low
SES students, English as an
Additional Language or Dialect
(EAL/D) as well as Aboriginal &
Torres Strait Islander Students
(Collins, Lee, Fox & Madigan.,
2017).
Some context of Backward design hasn’t Apply UbD context via setting a Backward design assists the pre-
UbD application. been thoroughly considered clear tasks outcomes \ achieve service teacher in emphasising
Understanding by
Design
apart from in some context learning objective through setting content instruction while a venue
of the original unit. This
goals/ examine students’ prior of alignment between desired
includes mentioning what
knowledge through the use of pre- outcomes, assessment, and
students need to work on
and in what way to deliver. assessment at the start of teaching instruction is achieved
Activities lacks the learning/ formative assessments/ (Boozer et al., 2014).
background of considering peer group work and peer
activities to assess students assessment to aid learning The use of UbD as a framework
with mixed learning outcomes for students with mix aims to develop and enhance
abilities. students learning engagement,
learning abilities.
Apply scope and sequence to plan communication skills, empathy,
and design UO activities and collaboration, teamwork, content
assessment. maintenance as well as building
Apply the concept map to ensure reflective practices environment
learning progress are managed/ (Brew., 2012; Boozer et al., 2014).
monitored and desired outcomes
are established.
Recommendations to Faculty
The original Unit Outline (UO) obtained from the first practicum (PP1) had limitations of essential elements
such as the lack of unit scope and sequence, concept map and assessment tasks was not provided.
Additionally, the original UO involved insufficient inquiry-based learning and differentiated activities to engage
year seven students in the interior of their diverse learning abilities. Further, since the school is a co-
educational organization located in a low socioeconomic status SES area and the ICSEA data of school is scaling
below the average benchmark of 1000 (refer to Objective and Context summary). This, in turn, indicates that
students attending this school are experiencing a lower education advantage and as results, it led them to
have little educational performance.
Barbarin & Aikens (2015) reflected on these challenges, and the responsibilities educators hold to address
them. The authors concluded that educators play a fundamental role in minimising the impact of educational
disadvantages via identifying their students’ capabilities and adequately modify learning to be in parallel with
students’ requirements. Hence, the Australian Curriculum, Assessment and Reporting Authority (ACARA) aims
the development of educational performance of the students through supporting the improvement of the
educational system, the quality of curriculum assessments and most importantly using effective teaching
pedagogy in promoting students learning engagements, motivation, and social abilities(ACARA, 2016).
As a cited in the above comparative table, this reconstructed UO is designed based on the critical emphases of
Understand by Design UbD framework context which and according to the variation in learning abilities and
taking in consideration the diverse learning needs of students at Colyton High School. Moreover, the
reconstructed UO looks at the effectiveness of incorporating several key elements within the learning context.
These include developing literacy and numeracy skills, increasing the use of ICT, implementation of inquiry-
based learning to advances high order thinking and cogitation process, promoting students social and
emotional capabilities through classroom collaboration and teamwork.
The reconstructed UO “Earth in the Space” contains a newly designed concept map of all the main topics the
science subject has to offer, and a new scope and sequence related to teaching origination showing that this
unit will be taught in term 4 for ten consecutive weeks. Roessger et al., (2018) states that although a concept
map is a central organisation that seeks visual presentation of the desired fundamentals, yet this organisation
provides a powerful stimulus to grasp learning. Therefore, the initial recommendation to the faculty is to
allocate a scope and sequence as well as a concept map of teaching and learning primed. Hwang, Yang, &
Wang (2013), applying a concept map to model the learning process displays a visual representation of its
acquaintances as it allows the educators to plan content delivery, create a timeframe of teaching structures
and visualise the process in which learning can be highly effective. And since there is an extensive need for
educators to have a sense of where they are going with education and identify if students are getting the
acquired leaning and understanding, the implementation short and long-term learning plans are essential to
learning success (Frey & Fisher, 2011, PP 40-42).
The second recommendation for the faculty is to develop the design of their assessments. This phenomenon
of assessment (both formative or diagnostic) is not new to the education system. It is somewhat archaic to it
and has been for a long time the primary methodology to obtain data and inform subsequence direction to
prevent student’s failure and boost their learning experience. Broemmel, Jordan & Whitsett (2015) argue that
formative and non-formative assessment in education is characterised as the process in which educators apply
an action to make a judgment or to form an opinion about learning growth. In contrast, although assessment
as a strategy allows the educators to analyse and make decisions toward improving learning design. However,
using assessment tasks can only provide a snapshot of student’s abilities; therefore, it’s essential for the
educators to distinguish if the applied assessment has the reliability and validity criteria to produce an
accurate reflection of what students can achieve (Broemmel et al., (2015).
The focus to improving students’ social skills and capability has been found to correlate with cognitive
development as it has been identified that student who displays a high social ability to achieve an outstanding
learning achievement (Broemmel et al., 2015; Frey & Fisher, 2011, PP 123 68-74). Accordingly, in the
reconstructed UO, students are supported and given more autonomy to self-regulate and gain ownership of
their learning. Also, the use of group work, research task, class discussion, oral class presentation, etc…. found
in many compounds of reconstructed UO is to advocate students in becoming more competitive and be
capable of transferring their skills into other life situations and context. Furthermore, developing literacy,
numeracy and ICT proficiencies skills are the priority within any effective UO strategies that contains Inquiry-
based learning (IBL) pedagogical context. Hint, using IBL increases students understanding of content and help
them to reflect upon their learning (Jerrim, Oliver & Sims, 2019; Albion, 2015). Therefore, the third
recommendation is to implement these teaching and learning elements as it provides the foundation to guide
students through different literacy focused activities.
The reconstructed UO involves writing an essay, recording of the critical terms throughout the unit, taking
notes and participating in different informative assessment in which they are required to analyse information
and produce a response. Besides, implementing numeracy skills activities and providing guides to ensure
students can do mathematical problems, applying statistics and understanding figures and calculations.
Similarly, via the application of IBL as the teaching methodology, hand on activities, investigation and research
activities of the reconstructed UO targets students higher order thinking as the main focus. Further, the use of
ICT in several UO activities is particularly important to consider. Collins, Lee, Fox & Madigan (2017) article
discusses several types of pedagogies educators can obtain to improve students learning engagement, and
their conclusion determined that CT incorporate activities in teaching areas such as science and technology
can positively yield to better learning engagements. Also, since ICT does not require an advanced level of
literacy and communication skill, it can be used as a strategy to engage low SES students with a language
background other than English or LBOTE students as well as Aboriginal & Torres Strait Islander Students.
(Collins et al., 2017).
The fourth recommendation is to implement the UbD framework in the UO through the use of sequenced
teaching and learning activities such as content materials, learning exercises, assessments provided
throughout the UO. The purpose of UbD as a framework is to develop and enhance students learning
engagement, communication skills, empathy, collaboration, teamwork, content maintenance as well as
building a reflective practice environment. Implementing UbD in designing and learning pedagogy related to
three main backward stages: the first stage is “identifying the desired results.” During this stage, learning
design is concentrated on the big idea or the desired outcomes (Roessger et al., 2018; Brew., 2012; Boozer).
UbD framework has been applied in several contexts of reconstructed UO including explicit teaching
strategies, providing scaffolded activities. In this the content is confided according to students’ diverse and
background knowledge by means of Vygotsky (1978) explanation, designing content in a way its scaffolded and
can assist students to gradually improve their ability to retain knowledge and help them toward acquiring
confidence to work effectively to expend their mind seat (Clara., 2017).
The second stage is ‘to determine acceptable evidence’ whereby conceptually larger ideas embedded in
learning such as modelling of learning content, equivalence, problem-solving skills, and mathematical
reasoning. Hence, educators are to emphasis this stage of UbD to harvest students’ achievement while they
continue administration to guarantee that they have met the required outcomes (Carpenter, 2014; Boozer et
al., 2014; Collins et al., 2017; Broemmel et al., 2015). The reconstructed UO achieves these elements by
developing assessments tasks and applying diagnostic inspections throughout the UO as a piece of evidence to
prove knowledge and understating. The last stages of UbD discusses the ‘planning of learning experiences and
instruction’. This has been utilised in the reconstructed UO by applying prior knowledge recap, designing
activities that facilities knowledge, the type of activities and resources that leads to equip students to
accomplish the desired outcomes. This approach has also been linked with the pre-service teachers developing
from graduate teacher level to proficient teacher as it enables them to emphasize content instruction while a
venue of alignment between desired outcomes, assessment, and teaching instruction is provided (Boozer et
al., 2014).
In conclusion, the reconstructed UO has been established according to the emphasis of UbD framework to
target crucial learning skills including the development of student literacy, numeracy, critical and creative
thinking, and person and creative thinking skills. Therefore, it is imperative for the provided recommendation
to be implemented as it will enable students from low SES, EAL/D and Aboriginal & Torres Strait Islander to
experience differentiation in the learning and teaching pedagogy and allow them to pursue successful learning
at the same rate of current students in the 21st century.
Reconstructed Unit: Scope & Sequence
year 7 science course
Term Term 1 Term 2 Term 3 Term 4
Unit Name Chemical World Living World Physical World Earth and Space
Matter The Variety of Life Forces The Earth in Space
Unit Motion of particles/ Arrangement of the How & Why We Classify/ The Forces & Their Effects Our Solar System/ Moon & Sun/ A
Topics particles/ Behaviour of matter/ Effect of Five Kingdoms Forces/Machines & Work, Little History/ Seasons & Years/
the heat/ Physical and chemical (Dichotomous Key)/ The Plant Electrical Force/ Magnetic Force/ Night & Day/ Phases of the
properties of matter/ Density/ Structure Kingdom/ The Animal Force of Friction/ Mass & Weight/ Moon/ Tides/ Eclipses/ The
and properties of matter/ Uses of some Kingdom (Classes of Vertebrate Orbits & Weightlessness/ Universe Beyond/ Types of
common elements/ compounds/ symbols Animals)/ What is a “Species”? Electrical Force (Electrical resources/ Energy Resources/
of common elements. Charging & Charges Discharging)/ Water Resources/ Electricity &
Magnetic force (magnetic field). Fuels from Fossils & Renewables.
Related Life Skills outcomes: Related Life Skills outcomes: Related Life Skills outcomes: Related Life Skills outcomes:
SCLS-17LW SCLS-13ES
SCLS-22CW SCLS-10PW
SCLS-18LW SCLS-14ES
SCLS-23CW SCLS-11PW
SCLS-19LW SCLS-15ES
SCLS-20LW SCLS-12PW SCLS-16ES
SCLS-21LW
Origina Literacy Numerac ICT Personal and social Critical thinking Differentiation/extensi
l y capabilities on
Key focuses
The reconstructed unit is established based on addressing the following elements:
Literacy Personal and social
Text associate Self-awareness competence
Grammar acquaintance Self-regulation competence
Visual understanding Social management competence
Understanding texts by listening, reading and observing context
Establishing texts through language writing
Stage 4 - Earth and Space Activity: Produce a timeline of the major events that have influenced
c. compare historical and current scientific theories of astronomy. Students are to construct astronomical Parkes Observatory during Moonwalk
models of the solar system to show development timeline showing the 15 major events from the history of http://www.scootle.edu.au/ec/resolve/view/R318
how models are modified or rejected astronomy. 7
as a result of new scientific evidence Investigate some of the spacecraft’s that have increased our
knowledge of the solar system. Discuss whether space programs are
worth the money
Stage 4 - Earth and Space Input/Discussion: pupil activity examining an infographic image. Include place Sc Focus 2 pg 225-229
d. describe some examples of how within: Heinemann Bk.2 pp.204-205
technological advances have led to 1. the solar system Sc. Search Bk 2, p.54,55
discoveries and increased scientific 2. the Milky Way Sc. Search Bk 1, p 180
understanding of the solar system
3. the Universe Core Sc. Bk.1 pp.170,172
4. Students are to choose a planet and conduct a research task in the Sc. World 8, p.177
Life Skills - Earth and Space: Earth and classroom looking at the interesting factors related the main element
Solar System decomposition of the planet, atmosphere, orbiting period, diameter, gravity,
explore some of the features of our temperature, number of satellites Student are to record their finding and use
solar system using interactive media, a poster to present information. The poster should be without restrictions
videos, models, visual and graphic structure as real estate advertisement designed to sell a selected planet.
resources Make sure the purchasers are aware of its best and perhaps worst features.
Stage 4 - Earth and Space Discuss what is a resource and from where they are obtained Pearson 7, Page 85
ES3 Scientific knowledge influences List the some major natural resources of Earth Sc. Search p 83.
the choices people make in regard List the some major man-made resources. Students participate
to the use and management of Earth in the space assessment task -Introduction to renewable or non- enable Scootle resources
the Earth's resources. energy resources assessment task – teacher hand in the assessment to the
Students: Energy: renewable and non-renewable
students and go through why, when and how they will complete it.
resources
a. classify a range of the Earth's
resources as renewable or non-
renewable (ACSSU116) Discuss society’s need for and use of energy and emphasise our dependence TFL-ID M008850
Life Skills - Earth and Space: Earth's on fossil fuels, uranium and hydroelectricity. http://www.scootle.edu.au/ec/resolve/view/M008
Resources Earth in the space assessment task - Students work through their task 850
The Earth is the source of all the assessment to complete poster to be presented in the school science week
resources needed in everyday life. celebration. Energy game: SMART Notebook TFL-ID
Students: Interpret a graph from data supplied showing changing patterns of energy M015344
usage.
recognise that living things need food, http://www.scootle.edu.au/ec/resolve/view/M015
water, clean air and shelter for As a group discuss the difference between renewable and non-renewable 344
survival resources, then decide each of the following natural resources is renewable or
non-renewable : coal, hydro-electricity, natural gas, water, oxygen, wind
recognise that the needs of all living Renewable energy TFL-ID R11896
energy, timber
things are provided by the Earth http://www.scootle.edu.au/ec/resolve/view/R118
Renewable options- solar energy, wind energy, biomass, ocean waves, Tidal
96
energy, Geothermal energy, hydro-electricity.
Stage 4 - Earth and Space Non-renewable option- Nuclear Energy, Fossil fuels and Minerals http://www.newdreamland.org/sites/all/themes/
b. outline features of some non- Discuss Rock as a non-renewable resource marinelli/notes/Management%20of%20Natural
renewable resources, including %20resources.pdf
List some of the minerals and their uses.
metal ores and fossil fuels Scootle resources
Revise the assessment task – students work through completion of their
Life Skills - Earth and Space: Earth's assessment parts. What is clean energy? TFL-ID M012902
Resources
http://www.scootle.edu.au/ec/resolve/view/M012
distinguish between some natural 902
Activity - Observe Rock and Mineral Samples
resources that are non-renewable, eg
Earth in the space assessment task. Students’ progress to complete their Tidal power TFL-ID M015386
fossil fuels, minerals and those that
are renewable, eg water and solar assessment task. http://www.scootle.edu.au/ec/resolve/view/M015
Practical - Extraction of a metal 386
energy Activity: evaluating energy saving
(Iron Nail / Zinc in Copper sulfate solution)
Discuss Soil as a non-renewable resource technology TFL-ID M014396
http://www.scootle.edu.au/ec/resolve/view/M014
396
Coal and its uses TFL-ID M008855
http://www.scootle.edu.au/ec/resolve/view/M008
855 Millions of years to form, minutes to
burn TFL-ID M019524
http://www.scootle.edu.au/ec/resolve/view/M019
524ClCean Energy fact sheets TFL-ID
M012959
http://www.scootle.edu.au/ec/resolve/view/M012
959
Faculty Science
To make sure that all students are able to complete the task:
1. The class work will give you enough information to complete this task. The teacher will
discuss all the main point you need to complete to complete the task.
2. The teacher will also provide an extra support for those why wish to receive an extra
assistance.
3. We will be planning both part of the task in the class as we will cover all the relevant
content and work.
4. students who wish to hand in a draft copy of their work for the teacher to check and
advise will need to email or show their work 5 days in advance to the due date.
Submission details
Submission instructions: An electronic copy of task (single power point slide) should
be sent by due day to the email address: aries86@live.com.au
Absence: in case of a frailer to submit any part of the assessment, all supporting
documents such as medical certificate/ other supporting documents are required to be
hand in to your teacher. Documents to be submitted within 2 days of due date any
failure to provide adequate documentation will result in 0 marks begin granted.
Teacher Comments: