• Assignment 1: Two lesson plans on human rights, and a rationale Due: 17thApril Length: 1500 words Weighting: 45% What is the point of doing this assignment? The aim of this assignment is to engage you in an experience where: i. you design lessons on a specific human right for two different stage levels – showing that you can teach the same concepts at different levels of understanding ii. you develop skills in argument, critical analysis, and defending your position. Please note - if you did HSIE I in 2014, this is NOT the same assignment that you did in HSIE I. Yes, the topic is on Human Rights again (cause they are really, really important), but the process is very different here. • Last time in HSIE i, you did a Human rights lesson for one class, and gave a rationale for why it was an important to learn about that Human Right. • This time, you will do 2 lessons, each one for a different Stage Level - e.g. you write a lesson on Children's Rights for Stage 1 students, then you write a lesson on Children's Rights for Stage 2 students. • Then you will give a rationale explaining why you did each lesson differently, and how those differences cater to the learning needs and abilities of students at that Stage level. • The idea is for you to show us how you can teach the same concept to students of different ages, and adapt your teaching to suit. What do I need to do? 7. Choose a human rights topic, and two stage levels that are adjacent (next to each other) (e.g. ES1 & S1 or S1 & S2, or S2 & S3). 8. Plan a developmentally appropriate lesson that will teach your students about that human rights topic. 9. Write a rationale that explains and defends the teaching choices you have made in your lessons. Where is the list of Human Rights I can choose from? Choose one (1) of these topics (click on the links for more info): Children's Rights Free Speech Refugee Rights Terrorism The "Youth for Human Rights" page has excellent short intro videos for each human right: http://www.youthforhumanrights.org/what-are-human-rights/videos/born-free-and-equal.html In what format should I present the two lessons? There are 4 choices. Any one is fine 1. the BosTES lesson planner - click here Advantages: This is what classroom teachers are currently using. Pre-populated with all the syllabus outcomes. Outputs a slick-looking program as a word document. You need a "Scootle" login to access the BoSTES Program Builder. Anyone with a ".edu.au" email suffix can get one. Go to : https://www.scootle.edu.au/ec/preregister.action 2. 2nd year Lesson Plan template.doc I HAVE ATTACHED THIS TEMPLATE (#2) 3. 3rd year transitional daybook template.doc 4. 4th year daybook template.doc It does not matter which one you choose, just pick the best fit for you. Marking Criteria • Evidence of wide reading - relevant, quality sources with differing perspectives • Depth of knowledge of curriculum documents and their influences • Quality of logic and structure of analysis • Arguments are supported with strong evidence Presentation criteria (These do not increase your grade, but you can be penalised for their poor execution.) • Quality of presentation and evidence of overall care • Accuracy and consistency of referencing • Correct spelling, punctuation and grammar NSW K-6 HSIE Syllabus can be found here - http://k6.boardofstudies.nsw.edu.au/wps/portal/go/hsie National Curriculum can be found here - http://www.australiancurriculum.edu.au/ Having trouble finding a suitable outcome to support your lesson idea in the History or Geography curriculum? You are not alone. Remember, we are in the middle of a transition period. So feel free to see if there is an outcome in the old HSIE K-6 syllabus that works better: k6_hsie_syllabus_2006.pdf What is Assignment 1 about? Assign 1 asks you to design two Human Rights lessons - one for younger children, and one for older children. The idea is that you are able to show how you can teach the same human right to children of different ages, engaging them in a meaningful learning experience that is correctly aimed, or 'pitched' at their needs. You then write a small rationale to explain and defend the strategies you used for each age group. What do I need to do in this Assignment? Step 1: Choose one of the Human Rights problems listed above Step 2: Choose one of these combinations of adjacent stage levels from the NSW HSIE syllabus: ES1 & S1 OR S1 & S2 OR S2 & S3 Step 3: Plan a developmentally appropriate lesson that will teach your younger students about the Human Right you have chosen. ***PLEASE NOTE: The lesson needs to be a "stand-alone" lesson. It is not parasitic (dependent) on lessons that have gone before, or come after for it to make sense. Step 4: Plan another suitable lesson that will teach your older students about that same Human Rights problem (approx 500 words for each lesson - use the 3rd year transitional daybook template, one for each lesson). Step 5: Write a rationale that explains and defends the teaching choices you have made in the lessons ( 500 words for the rationale). Q: What do I need to write about in the Rationale section? A: I have chosen to do children's rights, and I have chosen Stage 1 and Stage 2 as my two different ages. The things I get the Stage 1 students to do on Children's rights will be different to the things I get the Stage 2 students to do. In my rationale, I will explain how those things are suited to their respective Stage levels, citing some sources to back up my teaching decisions. For example, I would not teach my Kindy students about Children's rights by making them do the 40 hour Famine. They are too young for that, and the experience would distress them such that they would not be focussed on learning. On the other hand, a carefully planned lesson on child hunger might be just the ticket for my Year 4 students. I could explain to them the purpose and background of the 40 hour Famine, and seek the appropriate Principal and Parental consent. We would discuss how people felt during the experience. I might give them some little dictaphones so that they could quickly record their thoughts and feelings as they were participating, then the whole class could listen to them later. In other words, what is completely unsuitable for a Stage 1 student might be a fantastic learning experience for a Stage 2 student. Got it? :) Q: Can I write the rationale in first person? A: Of course. The tone of the rationale should be from one teaching professional to another. You can write in the first person and still write rigorously. Q: But there are already heaps of lesson plans out there on human rights - why would I want to write original ones myself? A: Seriously? Why do a home-cooked meal when you can buy Macca's? Why write your own song instead of listening to Brittany Spears? Why put plastic flowers in a vase when you can go out and pick fresh ones? Another answer might be this: there are thousands of packaged human rights lessons on the interwebs. Some are fantastic. Some are abysmal. And the best way to get the skill to tell the different between the two is for you to bolt together your own, and see if it works. Assignment 1 Assessment Rubric Fail Pass Credit Distinction High Distinction Evidence of wide readings, relevant, quality sources with differing perspectives Minimal citation of sources. Some key standard readings from HSIE shell not included. Citation of standard HSIE shell readings. 1-2 other familiar policy or curriculum sources. Standard HSIE readings, 2-3 other common policy/curriculum support docs, 1-2 other NGO papers or journal articles. Standard HSIE readings and policy/curriculum docs. 3-4 other NGO or journal papers. Standard HSIE readings, policy /curric docs, 4-5 NGO and journal papers. Depth of knowledge of the curriculum documents and their influences Inadequate understanding of the HSIE syllabus. Misalignment of Outcome with Stage level, or Content strand. A solid understanding of the HSIE K-6 syllabus, and the background to the Human Rights issue. Correct Outcome, indicators aligned, some mention of Values & Attitudes. Use of K-6 support document or other curric docs. A strong understanding of the HSIE K-6 syllabus, and the Human Rights issue, including current developments. Ability to effectively align the issue with outcomes with lesson content. Effectively incorporates other curric or NGO policy into lesson. A nuanced understanding of the HSIE K-6 syllabus, and the Human Rights issue and its contemporary state. Strong ability to integrate outcomes and policy/curric docs into lesson design. Lesson activities clearly draw from curric docs. A highly advanced understanding of the HSIE K-6 syllabus, and the history and currency of the Human Rights issue. Remarkable ability to incorporate and satisfy multiple policy docs (syllabus, support docs, NGO policies) within the one lesson. Quality of logic and structure of analysis The lesson is not developmentally appropriate for the given Stage level. No discernible structure (intro, body, conclusion). Lesson is appropriate, and has a discernible structure. Insightful application of other key theories to lesson design. The lesson has an innovative structure. Excellent application of theory to lesson design. Structure clearly linked to developmental theory. Motivating, authentic lesson activities. Outstanding synthesis and application of theory to lesson design. Elegant lesson structure. Arguments are supported with strong evidence The rationale has not defended the importance of the human rights topic, nor the teaching decisions of the lesson. Minimal or no connection of lesson design or topic choice with other perspectives or theories Mounts a clear and satisfactory argument to defend topic choice and lesson design, drawing upon key points from cited sources Mounts a strong argument to defend topic choice and lesson design, systematically drawing upon sources, leading to a logical conclusion. Compelling argument synthesises and applies theories to defend the topic choice and lesson design in a systematic way. Refers to research findings, mentions and disarms opposing views. Outstanding argument displays nuanced understanding of complexities involved in the topic choice and lesson design. Robust defence which makes use of research findings. Understands opposing positions and their shortcomings. Assessment item 2 Major Assignment - Part 1 Value: 35% Due date: 20-Apr-2017 Return date: 12-May-2017 Length: 2500-3000 words Submission method options Alternative submission method Task This Major Assignment is in two parts and together creates a complete International Business Report. This assessment item is Part 1 of this report. Your task is to: • Choose an organisation • Select an overseas country of your choice • Conduct a analysis of the macro environment (ie the economic, political, legal, cultural and ethical environment) that your chosen business would need to be aware of if they were going to "do business" in this country. Most companies have websites from which you should be able to acquire sufficient information to address this assignment task. Students may choose to conduct this analysis on their current workplace organisation. However, if choosing your own organisation the country selected must not be one in which your company currently operates. If you are having trouble identifying an organisation for this report then please contact the lecturer who will be able to provide you with a choice of companies based on case studies. Note that you need to ensure that you refer to the theory covered in the topics 1 to 6 within your report and find additional relevant literature. This should not be a general descriptive report, but rather must be a report that explains the relevant theory relating to international business, as well as using it to analyse the environment. That is, when providing data on type of government or economic factors you should not just state the information but you should also explain how it is significant and why it is of interest/importance to your particular organisation. Your assessment should be prepared in report style format and should include the following content: • Executive summary of main findings of report • Introduction to the report • Brief company background including why it might consider overseas expansion (Topics 1 & 2) • Brief introduction to chosen country • Economic Analysis (Topics 3 & 4) • Political & Legal Analysis (Topic 5) • Culture and Ethics (Topic 6) • Conclusions • Reference list (in APA format) Rationale This assessment has been designed in order to: • assist you to develop and demonstrate your learning about the nature of international business and the importance of macro-environmental scanning and research, focusing on Topics 1-6; • allow you to develop your information searching and critical thinking skills; and • provide you with further experience in academic writing. It addresses the following learning objectives for this subject • be able to describe international business practices and discuss how they are being shaped by economic theories, financial, socio-cultural and political forces; with particular emphasis on the business practices of Australia's major trading partners; • be able to identify general, and special problems, issues facing managers of international business operations • be able to investigate different socio-cultural and ethical environments in the international arena and explain the implications for conducting business. Marking criteria A copy of the marking guide for this assessment item follows. CRITERION Fail (N) /0-49 Poor/unacceptable/Not attempted/requires further development/needs improvement Pass (P)/ 50-64 Acceptable/Satisfactory/Proficient Credit (C)/65-74 Good/Well done Distinction (D)/ 75-84 Very good/ exceeds expectations High Distinction (HD)/85-100 Excellent/exemplary/exceeding high standard 1 - Executive Summary (10 marks) The executive summary was missing or poorly constructed e.g. it acted as a table of contents or introduction outlining what the report contained rather than summarising the key findings. Summarised some key findings but still reads more like an introduction than an Executive Summary (i.e. “the report will cover …” rather than “the report found that…. ) ES provides a summary of most of the key findings in the report. Some evaluation of implications included. A good summary of the key findings in the report was provided. The report provides an informed evaluation of the implications of these findings in terms of risks and opportunities. Provided a concise summary of the findings of all sections of the report. Findings for all important factors were provided in the summary. Evaluation of implication demonstrates strong understanding of macro environmental risks and opportunities. 2 – Introduction covering scope of report, introduction to company, brief background and identification of chosen overseas country. (10 marks) The introduction did not highlight the scope of the report and/or background of the company effectively. It provided generic information with no clear focus on key issues such as core business, goals, mission etc. Chosen country not identified or information provided not well considered. Background information on the company provided but not well synthesised. Some information on key issues such as core business. Scope of the report outlined and chosen overseas country identified. Background information on the company provided. Shows evidence of research. Information on key issues such as core business, mission and goals synthesised and conveyed concisely. Scope of the report outlined and chosen overseas country clearly identified with relevant issues discussed. Background information on the company demonstrates evidence of research. Information is synthesised and then summarised effectively with key issues identified. Scope of the report clearly articulated. Clearly identifies chosen overseas country and provides justification for choice. Background information on the company demonstrates ability to research and synthesize information into a clear and concise exposition of knowledge. Scope of the report clearly and concisely articulated. Clearly identifies chosen overseas country and provides clearly articulated yet concise justification for choice. 3 – Macro, analysis & discussion of implications (Economics, political, legal, socio-cultural sections) (40 marks) The economic, political, legal, economic and socio-cultural section displayed little or limited understanding of key concepts/theory and the application of those concepts to the country analysed. Data was either presented uncritically with no discussion of implications or poor arguments were made in regards to the data and the chosen firm. Limited research evident. The economic, political, legal, and socio-cultural section presented relevant data and drew some connections to key concepts/theory. Some analysis of the implications of the data in relation to the chosen country and the chosen firm. Evidence of research using some authentic and relevant data sources (eg CIA, Austrade, WTO, Economist, Transparency International) The economic, political, legal, and socio-cultural section presented relevant data and drew connections to key concepts/theory. Analysis of the data in relation to the chosen country outlined implications for the chosen firm. Evidence of research using a range of authentic and relevant data sources (eg CIA, Austrade, WTO, Economist, Transparency International, Globaledge etc). The economic, political, legal, and socio-cultural section presented relevant data and drew clear connections to key concepts/theory. Analysis of the data in relation to the chosen country clearly outlined relevant implications for the chosen firm and demonstrates ability to synthesise and extract relevant information. Evidence of research using a broad range of authentic , current and relevant data sources (eg CIA, Austrade, WTO, Economist, Transparency International and beyond). The economic, political, legal and socio-cultural section presented relevant data and drew clear and concise connections to key concepts/theory. Analysis of the data in relation to the chosen country clearly outlined relevant implications for the chosen firm and demonstrates ability tosynthesise and extract relevant information only. Evidence of research using a wide range of authentic , current and relevant data sources (eg CIA, Austrade, WTO, Economist, Transparency International and beyond). 4 - Overall knowledge and application of cultural frameworks (10 marks) Demonstrates little understanding of the complexity or elements of chosen culture. Limited or no discussion of theoretical frameworks. Discussion of elements of chosen culture shows some research. Tends to rely heavily on etiquette and custom. Lacks strong analysis using cultural frameworks. Minimal evaluation or discussoin of implications. Demonstrates good research into the chosen culture. Clearly identifies important elements and discusses deeper aspects such as values, attitudes and communication styles using theoretical frameworks. Evaluates implications. Demonstrates good research into the chosen culture. Clearly identifies important elements and discusses deeper aspects such as values, attitudes and communication styles using theoretical frameworks. Draws connections with wider macro-environmental elements. Evaluates implications. Demonstrates excellent research into the chosen culture. Effectively synthesizes information to identify important elements. Provides and insightful analysis into deeper aspects such as values, attitudes and communication styles using theoretical frameworks. Draws connections with wider macro-environmental elements and evaluates implications for management of chosen firm demonstrating strong insight and analysis. 5 - Discussion of ethical & CSR issues (5 marks) No or limited research into ethical/CSR issues. Minimal discussion. Some research into ethical/CSR issues. Highlights some key aspects (eg corruption index score). Some discussion of implications. Research into ethical/CSR issues evident. Highlights main aspects (eg corruption index score, cultural differences impacting values, beliefs perceptions). Some discussion of implications. Research into ethical/CSR issues evident. Highlights main aspects (eg corruption index score, cultural differences impacting values, beliefs perceptions). Discussion of implications is informed and well supported. Excellent research into ethical & CSR issues international manager is likely to face in environment. Links analysis to cultural aspects. Strong ability to synthesize information, analyse implications and relate to theory. 6 – Structure, organisation, presentation and grammar (10 marks) The report was unprofessional, unclear and not well structured. Table of contents, headings, page numbers etc were missing or inconsistent. Meaning unclear and/or grammar and/or spelling contained frequent errors The report was neat and well structured. Presentation mostly follows guidelines ie 1.5 spacing, page numbers, easy to read font. Reference list on separate page. Some minor issues. Meaning apparent but language not always fluent. Some spelling and grammatical errors. The report was neat and well structured. Presentation follows guidelines ie 1.5 spacing, page numbers, easy to read font. Reference list on separate page. Language mainly fluent. Grammar and spelling mainly accurate. Organisation and presentation was of report was of a professional, standard. Presentation follows guidelines. Fluent writing style.Grammar and spellines accurate. Organisation and presentation was of an excellent standard. Presentation follows guidelines. Fluent writing style. Grammar and spelling accurate. 7 - Research and referencing (15 marks) Referencing needed improvement. Sources were uncited / poorly cited / demonstrated little attempt to comply with APA system. Reliance on few and/or poor quality sources. There was likely a reliance on one source of literature. Referencing was of a satisfactory standard with consistent and sustained acknowledgement of sources of information and data throughout report. Shows clear attempt to follow APA method of referencing. Some errors evident e.g. page numbers missing from direct quotations or errors in referencing websites. Overall references were presented reasonably clearly in the reference list, using a consistent format (not missing many references). Used a variety of authentic information sources. Consistent and sustained acknowledgement of sources of information and data throughout report. Most citations follow APA method of referencing with few errors. These references were presented reasonably clearly in the reference list, using a consistent format (not missing many references). Used a variety of authentic information sources with majority being current. Consistent and sustained acknowledgement of sources of information and data throughout report. Referencing was of a high standard. Majority of citations in report and references in reference list conform to APA standard. Used a variety of up to date, authentic and appropriate information sources and texts. Consistent and sustained acknowledgement of sources of information and data throughout report. Excellent referencing with majority of citations correctly adhering to APA method. Comprehensive reference list. Wide variety of up to date, authentic and appropriate sources used in appropriate context. Presentation This assessment item is to be presented in Report format. Information about the structure and nature of reports is provided elsewhere in this Outline. Requirements The following is a useful self check guide: Structure and Content Are all areas covered fully? Does the report include clear explanations and understanding of the relevant information? (i.e. not merely descriptions) Do you clearly demonstrate that you understand the significance of the macro-environmental variables for the entry of your company into the overseas country? Are the arguments convincing and well supported? Is there clear evidence of an understanding of the fundamentals of theory relevant to international business?). Arguments Quality of the arguments: Is some in-depth analysis evident or has the source material presented been accepted uncritically? Is the content simply a description rather than analysis? Is there strength and substantiation of arguments through supporting evidence (eg, established theory, examples, critical reasoning, etc). Sources & breadth and depth of reading: Has research from a range of authoritative sources been integrated into your work? Is a critique of the readings reflected in the report? Expression and Presentation: Is the report developed logically and well-structured? Does the writing flow well? Is the overall impression of a convincing professional report, with credible logical arguments supported by theory and facts from published sources? Is the style concise and lucid to give a coherent succinct summary, or is it difficult for the reader to get the point? Is the grammar and language appropriate for a postgraduate level academic report? Is there overall quality of the written expression, punctuation, spelling and grammar? Does the report have good overall appearance and layout