About Assignment 1 Title: A unit of work for secondary school students with critical analysis Due date: Monday 11th April 11:55pm

Assessment task link to unit learning outcomes: This task links to learning outcomes 1, 2, 3 and 5 Details of task: In brief, students will develop and document a unit of work for VCE - ICT students. This will include: • a mind map that clearly demonstrates the curriculum within which the unit sits. The mind map needs to be clearly communicated to the reader. You may need to write an explanation, build in comments into the mind map or even do a short screencast explaining how the mind map has been organized and what section we should particularly pay attention to. A high quality mind map is clear, easy to understand (given some orientation), accurately reflects the curriculum it is representing and delineates the key information surrounding the specific curriculum focused in this assignment.

• an outline of a unit of work (see the Moodle site for examples). A high quality unit outline will include clear details about the curriculum outcomes and the sequence of lessons/learning activities that will be used to achieve those outcomes. Unit outlines also often include a lot more information and it will be important for you to review other examples and consider which information is useful.

• 3 lesson plans (see the Moodle site for examples). A high quality lesson plan will provide details about the learning goals for that lesson and how these link with broader learning/curriculum goals, how you will know that students have achieved the learning goals, details of what you and what students will be doing at any one point in the lesson, and more... explore the lesson plan templates and decide what information is valuable. • resources supporting those lessons (e.g., worksheets, tutorials, etc.). You need to provide resources that you could teach with. • a critical analysis of the unit in which the pedagogy, problems, potential advantages, and other issues that form the context of the unit will be discussed. Some students may have the opportunity to actually teach some of the lessons and if so, can include their evaluative reflections as part of their analysis. Word count/equivalent: 3000 words or equivalent

Weighting/Value: 75% IMPORTANT You can use the marking criteria as published in the unit guide. HOWEVER, we have identified a more logical marking criteria (which was originally designed for but there was an error in the publication of the unit guide). You can choose either criteria to work by - just let us know. NEW [optional] Criteria for marking

1. Mind map of the curriculum (15 marks - 600 words or equivalent) 2. Lesson plans (minimum of 3) for consecutive VCE lessons (20 marks - 1000 words or equivalent) 3. Unit/Topic outline (10 marks – 400 words) 4. Resources to support the lessons - as appropriate and required (e.g., worksheets, group activity resources, discussion prompts, tutorial videos, examples of outputs such as webpages to show students what they are trying to achieve, etc.) (10 marks - 400 words or equivalent) 5. Critical reflection (15 marks – 600 words)

6. Quality of writing and presentation (5 marks) ORIGINAL Criteria for marking: 1. Mind map of the curriculum (15 marks - 600 words or equivalent) 2. Lesson plans (minimum of 3) for consecutive VCE lessons (20 marks - 1000 words or equivalent)

3. Reflection on own knowledge and identification of an area that needs to be strengthened (10 marks – 400 words)

4. Resources and learning opportunities that address the need identified in the previous section (10 marks - 400 words or equivalent) 5. Critical reflection (15 marks – 600 words) 6. Quality of writing and presentation (5 marks)