• 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 TASK1 Individual Case Study–Understanding True ‘Quality Service’ ASSESSMENT TASKS DETAILS AND MARKING SCHEME INDIVIDUAL ASSESSMENT Length: 1500words View the Video clip ‘Quality Service’ at: https://www.youtube.com/watch?v=6_cDmwlbVkg Answer the following Assignment Question: ‘Customer service is different depending on the type of business and the Needs of the customer in each individual case’. Do you agree with this statement? Discuss having regard to the ‘Quality Service’ video clip as a basis for your argument Theoretical concepts must also be included as part of your answer. Some suggestions on how to answer this question(this list is not exhaustive) The answer must be based in the theory and concepts taught in this unit, not personal opinion Students should use relevant material from the weekly lectures as well as other resources such as academic journal articles and texts to support their ideas. Students will be required to explore different service-quality theories and concepts. Students must ensure that all information sources are appropriately referenced using the approved referencing style Estimated return date: Assignment grades and feedback will be received within two weeks after submission. All feedback will be received via the moodle student portal. Submission details: All work must be submitted in the appropriate week via the Online student portal ‘moodle’ by the close time and date listed above. Penalties for late lodgment: A penalty of 10% of the mark allocated to the assignment will be deducted for each day or part thereof that the assignment is late. Assessment coversheet: Work submitted for assessment must be accompanied by a completed copy of the BTHM Cover Sheet which has been signed by the student. NO assignment will be accepted or marked if it is not accompanied by a signed Assignment Cover Sheet In the case of a group assignment, each member of the group must complete, sign and attach to the assignment a separate copy of the Faculty Cover Sheet.