Assignment 1: EEE314 (All work samples have been included

Assignment 1: EEE314 (All work samples have been included as an appendix to this document) Sample 1(primary school) : Information report on an animal Critique Bailey has successfully produced a typed information report on an animal and the

animal he chose was a penguin. The students had to go through some stages before

they produced the final product and Bailey achieved all stages at a high quality.

Students were given a blank information sheet which they had to fill out, they then

had to collate all of the information and produce a written report.

Bailey demonstrated a strong ability to transform the dot point information on his

information sheet to a proper written report that included proper grammar and

sentence structure. Bailey’s report achieved many indicators in the NSW English

syllabus document in the writing strand as well as some outcome indicators from the

Science and technology syllabus particularly outcome LTS2.3 which outlines the

ability for students to “describe the structures and functions of living things”

The report, from draft to presentation showed Baileys ability to produce texts

including the ability to “write information reports that include information about

different parts of things and their components”(as stated in the activity description

page). Bailey also showed a strong capability in spelling and grammatical features of

sentences especially in the handwritten draft.

Though Baileys report was strong there was a difference between the written draft

and the final typed report. It was made clear by the typed product that Bailey needs

to edit his work when working on the computer. There were some sentences that

were repeated and commas were used instead of full stops. Bailey would also

benefit from using some more conjunctions in his writing to help it flow a little more,

the report did feel a little choppy at times.

Baileys report showed strengths in most areas and with a little more attention given

to editing and computer skills, Baileys writing will improve even more. Bailey was

able to meet the assessment criteria and syllabus outcomes for the report and a very

solid level.

Activities It was clear in looking at Baileys report from draft to printed form that he needs a little

extra work with typing and editing on a computer. To help bailey improve his

computer skills I would implement a number of computer based activities.

One of the problems Bailey seemed to have was using commas instead of full stops,

a couple of misplaced capital letters and (though few) there was some spelling

errors. Bailey may just need more practice typing on a computer. To remedy this I

would have him type up some of his writing from earlier in the year or something he

is very proud of. The writing that Bailey types must be fully corrected so he just has

to copy it.

When Bailey has finished typing a piece of writing he must then go through and edit

his work. I would provide Bailey with a checklist of errors he should look for in his

work. I would gradually take things away from the list and at some stage take the

checklist away completely.

This activity would aim to remedy problems Bailey may have with typing and editing

work on a computer. This activity would assist Bailey in the achievement of the

following outcome and indicators from various NSW syllabus:

English

Outcome- WS2.12

Indicators (using computers)

- edits spelling and sentence structure

- carries out basic functions, e.g. drafts, redrafts, prints, saves to correct place

and retrieves a text

Science

Outcome- UTS2.9

Indicator

- chooses a means of publishing a report on the life cycle of an animal

Sample 2 (primary school): Money matters Critique During the ‘money matters’ activity which tested students ability to use money, Jerry

displayed many strengths. Jerry had a willingness to have a go and justify how he

came to his answers. Jerry was able to make amounts of money using smaller coins,

but needs assistance when working out change.

Jerry performed very well in part A of the task and was able to use small coins to

make a larger amount. Jerry only got one of these wrong, needing 10c more to make

up 50c. In completing part a Jerry showed his ability to group and share using

concrete materials. The activity also allowed Jerry to solve problems that related to

his environment, as money is an item that is a part of every child’s life.

In part B Jerry showed ability to make attempts at a problem and even justify how he

came to those answers. Unfortunately Jerry was unable to arrive at any correct

answers. This shows that Jerry may be having trouble counting backwards by tens

from a larger number. It also seems that jerry missed the part of the activity that

required students to add up the purchases they would make before working out the

change.

Though Jerry did attempt to give a reason to how he came up with his answers, he

may not have fully understood what the question was asking him to do. This is

particularly evident in his answer for ‘how did you find out’ as his answer did not

make sense. Jerry may have confused the word ‘how’ with ‘what’.

Jerry is working towards many of the outcomes in the syllabus and his willingness to

have a go is a great strength.

Activities During the money matters activity Jerry showed much room for improvement,

particularly in Part B. Jerry had a good knowledge of money and how to make up

different amounts but needs help with working out change. For Jerry to remedy these

I would create activities that cover counting backwards by tens from 100 and

counting backwards from any number given to Jerry. I would also have activities that

worked on subtraction.

I would start by going over counting by 10’s, I would do this as a class (as a revision

lesson) and then set up group work to cater for specific group needs. I would also

work with each group individually. The activities I would set up for Jerry and his

group would include:

- Working with money particularly doing problems that dealt with giving change

using plastic money.

- Subtraction games that subtract 10’s and 5’s from any number on a 100’s

chart

- The activity I would have set up for the teacher lead group, would involve

answering some questions about money and change. Students will also be

asked to explain how they got the answer. I would also go over the test and

allow students to see where they went wrong.

When students have completed these activities, I would have another activity like the

first just to give students another chance and check for growth.

In completing these activities, Jerry should have a better understanding of giving

change. Students will be able to see where they went wrong and given activities that

aim to assist with this. These activities also help Jerry and other students to

complete suitable outcomes and indicators for the task. They include:

Mathematics

Outcome- NS1.1

Indicators

- Counting forwards and backwards by two’s, five’s and tens

- Counting forwards and backwards by tens, on and off the decade

- Using the symbols for dollars and cents

Outcome- NS1.2

Indicators

- using concrete materials to model addition and subtraction problems

involving one and two digit numbers

- Performing simple calculations with money including finding change and

rounding to the nearest 5c

Sample 3 (high school): Persuasive letter Critique The letter produced by Bailey to persuade a tourist to come to Australia,

demonstrated a sound understanding of writing and language techniques. Bailey’s

letter showed that he understands how to compose a piece of text for the purpose of

influencing a reader. He successfully met all assessment criteria for this piece.

There was clear evidence that bailey had done some research on the places he was

referring to and the inclusion of interesting facts strengthened his writing and is a

great way to engage the reader. Not only does the reader learn about things they

could do when in Australia, but Bailey also includes alternative ways to get there e.g.

talks about The Ghan as a means of travel. Bailey’s letter showed great creativity

and demonstrated his ability to manipulate text and use it for a particular purpose.

Bailey also showed some evidence of editing his work which is an important part of

any writing.

Although Bailey’s letter was persuasive and demonstrated ability to engage an

audience with interesting facts, Bailey’s grammar and sentence structure made his

letter a little confusing at times. Bailey needs to use commas and question marks in

his writing and also needs to be mindful of the tense he is writing in, as this

sometimes changed throughout his piece. Bailey should also be mindful of his

wording when referring to Indigenous Australia and try not to generalise too much.

The letter was also ended very abruptly and was not an effective conclusion. Just

like the beginning opens what you want to say, and ending need to summarise what

has been said and Baileys falls short of doing this.

Overall Bailey has demonstrated a good ability in writing a persuasive piece and has

covered content not only in the English syllabus, but also Geography and History.

These were covered in Bailey’s description of some features of Indigenous culture

and his reference to natural and cultural sites within Australia. With a little work on

his grammar and sentence structure, Baileys writing could be taken to a higher level.

Activities

Baileys ability to write a persuasive piece was demonstrated in the letter he wrote,

however it was let down by weak grammar and a poor conclusion. I would have

Bailey complete the following activities to help him remedy these issues.

First I would ask bailey to complete a concept map outlining as many things he can

think of pertaining to grammar (commas, full stops etc) I would then have Bailey find

what these features are used for and where in a sentence/paragraph they are used. I

would then ask that he write a paragraph (topic optional) that uses correct grammar.

This is to be handed to the teacher and marked. Bailey is to do this activity until the

teacher sees an improvement in grammar and sentence structure. Another issue that faced Bailey’s persuasive letter was the conclusion. I would have

Bailey write a conclusion for a piece that has already been written up to the

conclusion. When Bailey has completed this I would ask that he write piece of

writing that demonstrates his growth in both grammar and his ability to form a

conclusion.

These activities should help Bailey in his writing and improve his general grammar

and writing of conclusions. The activities will also help Bailey to successfully achieve

the following outcomes in the NSW syllabuses:

English

Outcome- 4

Learn to

- 4.6 use Standard Australian English, its variations and different levels of

usage appropriately.

Learn about

- 4.13 The metalanguage of subject English used to describe, discuss and

differentiate texts and their language forms, features and structures.

Sample 4 (specialist subject: History): Experiences of the Depression Critique Shannon was able to demonstrate a deep understanding of different perspectives of

the Depression in a written dialogue she created between a rich and poor child of the

1930’s. The differences were made clear in both letters and they were written at a

high standard. Shannon had done clear research on the topic which showed through

in the information expressed in the piece. The letter’s strongly demonstrates ability in

both History and English.

Shannon was able to express the grim circumstances of the poor during the 1930’s

and details what some children had to go through during the time. It shows how

families banded together and did whatever necessary to survive, even wanting to

work at age twelve to help your family and that children had to grow up a lot faster

back then. The letter is well written though it is a little choppy at times and would

benefit from commas in the place of some full stops.

The second letter is a little weaker than the first, though it does explicitly highlight the

differences in class experiences of the depression. Though I see what Shannon was

trying to achieve in the letter, it would have benefitted from a little more Historical

information. There would have been people who lived like this during the depression,

but more was needed on the impact the depression had on this person.

The letters were both well written though the language was more like teenagers

talking in today’s society, not the 1930’s. The language would have been more

formal. Also Shannon needed to check some historical terms e.g. the dole would

have been the susso during the depression.

Shannon’s letters where both very strong and met all of the assessment criteria to a

high standard and met outcomes in both History and English.

Activities

Shannon has already demonstrated a deep understanding of the depression and

how this affected people from different classes of society. After this activity I would

give Shannon the chance to extend her knowledge in a different task relating to the

depression.

One of the main problems I found with Shannon’s letter was her second letter was

not as informative (historically) than the first letter. I would like Shannon to show me

what she knows about the experiences of the wealthy during the depression apart

from spending money. So the activity I would give Shannon would be a diary task in

which she takes the role of a wealthy lady or man. In the diary entry I would like her

to include information about what the person is doing to help the less fortunate and

how they feel about the depression.

In Shannon’s diary I would also encourage her to be mindful of the language being

used remembering that this person is a wealthy person and had good schooling.

This was another point for Shannon to work on from her letters. The diary entry will

be added to the letters as a historical portfolio.

History

Outcome- 5.1and 5.7

Learn about

- 1930’s, the varying experiences of at least ONE of the following: the

unemployed, the wealthy, stolen children.

English

Outcome- 4

Learn to

- 4.3 use appropriate language forms and features and structures of texts in

their own compositions and describe, explain and justify their choices in terms

of purpose, audience and context

- 4.6 adapt and justify language use appropriate to spoken, written and

visual texts

Sample 5 (high school): Fossil Brochure Critique Rania has produced an effective brochure in informing people about a fossil site, in

this case Lightning Ridge. Rania has shown a great deal of understanding about

fossils and how fossils relate to the Earth and the Earth’s history as stated outcome

5.9 of the science syllabus. The brochure demonstrates an ability to research a topic

and use the researched information to produce a piece of writing. The brochure not

only shows strength in science, but also many English outcomes.

The brochure produced by Rania meets all assessment criteria at a strong level and

provides evidence for arguments made. Rania explains how lightning ridge is rich in

fossils and rare gems and needs to be preserved in order to conduct much needed

scientific research. The brochure also explains why fossils and gems are important

and why they are unique. This work also shows a strong knowledge of English

conventions and knowledge of the structure of a brochure and is able to use

appropriate computer software in its production.

Though Rania’s brochure displays a strong argument for the protection of Lightning

Ridge, a stronger argument is needed for what fossils can do for science. Rania

explains that fossils will help to solve mysteries, but what mysteries? How would

fossils help this? More information is also needed to explain and evaluate the

importance of fossils in explaining how present-day organisms evolved from the

organisms in the past.

The strength of Rania’s argument for the preservation of a fossil site at fossil ridge is

demonstrated in her achievement of many indicators from both the science and

English syllabus. Rania met all of the requirements assessment criteria at a high

level and backed up her information with the many references she used.

Activities Rania demonstrated a sound level in her brochure on protecting a fossil site and its

importance. To consolidate Rania’s learning I would have her complete an activity

that had her explore more about evolution and the use of fossils to aid scientific

research. This could be set as a class activity or a homework activity.

The activity I would provide for Rania would be a group of archaeological scenarios

that would express what was found in an archaeological dig. Rania would have to

explain why and how these fossils are significant and what they tell scientists about

past organisms and how this links to us in the present. I would have Rania do this In

a table with the three headings:

- Why are these fossils significant

- How are these fossils significant

- What do they tell us about past and present day organisms

Rania will need to draw on information she has already found out and possibly

complete some more research to help her in the activity.

Once Rania has completed this table I would ask that she chooses one of the

scenarios and completes a short essay (1 page) answering the question:

What do the fossils in your chose scenario tell us about past organisms, and

what can we draw from this in the present and future?

This activity will simply help to consolidate Rania’s knowledge of fossils and fill in any

missing links in the following syllabus outcomes:

Science

Outcome- 5.9

Learn about

- 5.9.4 natural events

Learn to

- c) relate the fossil record to the age of Earth and the time over which life

has been evolving

Outcome- 5.17

Learn about

- processing information

Learn to

- b) distinguish between relevant and irrelevant information

English

Outcome- 1

Learn to

- 1.1 respond to and compose a range of imaginative, factual and critical

texts which are increasingly demanding in terms of their linguistic, structural,

cognitive, emotional and moral complexity

- 1.2 respond to and compose more sustained texts in a range of contexts

Bibliography Brady, L., & Kennedy, K. (2012). Assessment and Reporting: Celebrating student achievment. Frenchs

Forest: Pearson Australia.

NSW Board of Studies. (2003). English Syllabus (7-‐10). Sydney: NSW Board of Studies.

NSW Board of Studies. (2003). History years 7-‐10 Syllabus. Sydney: Board of Studies.

NSW Board of Studies. (2003). Science Syllabus (7-‐10). Sydney: NSW Board of studies.

NSW Board of Studies. (2007). Mathematics k-‐6 Syllabus. Sydney: Board of Studies NSW.

NSW Board of Studies. (2007). Syllabus: English k-‐6. Sydney: Board of Studies NSW.

NSW Board of Studies. (2007). Syllabus: Human Society and its Environment k-‐6. Sydney: Board of Studies NSW.

NSW Board of Studies. (2011, January 4). Assessment Resource Centre. Retrieved from Board of Studies: http://arc.boardofstudies.nsw.edu.au

NSW Board of Studies. (n.d.). K-‐6 Science and Technology Outcomes and Indicators. Retrieved from http//k6.boardofstudies.nsw.edu.au/files/science-‐and-‐technology/k6_scitech_outcomes.pdf

Appendix

Work sample 1

Information report on an animal

Foundation Statement strands The following strands are covered in this activity:

Writing

Description of activity Students use an information sheet about an animal to record information on a matrix worksheet. They use this worksheet to structure and write an information report. Students produce a hand-written draft, which is then redrafted and published using neat handwriting or a computer.

Suggested materials

Pens/pencils Optional: matrix worksheet, computer

Prior learning

The students have participated in the deconstruction of a text, looking at the structure and language features of an information report. They have participated in the joint construction of information reports in HSIE and Science and Technology units of work.

Board of Studies NSW, English K-6 Student Work Samples, pp130-132

Outcomes

Producing Texts (WS2.9) Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features. Grammar and Punctuation (WS2.10) Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type. Spelling (WS2.11) Uses knowledge of letter-sound correspondences, common letter patterns and a range of strategies to spell familiar and unfamiliar words. Handwriting and Computer Technology (WS2.12) Uses joined letters when writing in NSW Foundation Style and demonstrates basic desktop publishing skills on the computer.

Criteria for assessing learning

Students will be assessed on their ability to:

• draft, revise and publish a well-structured information report

• use sentence structure, grammatical features and punctuation conventions appropriate for an information report

• spell familiar and unfamiliar words • use joined letters when writing in NSW Foundation Style • demonstrate basic desktop publishing skills using a

computer.

This work sample can be found at:

http://arc.boardofstudies.nsw.edu.au/index.cfm?objectid=463DE7B0-F0CC-10D7-4EABE1ADCB6C2460

Work sample 2

Money Matters Foundation Statement strands

Working Mathematically, Number

Description of activity

Part A Students are given a collection of 5, 10, 20 and 50 cent coins (or cardboard shapes representing these). They demonstrate and record different ways of making 20 cents, 50 cents and $1 using the coins.

Part B Students determine the change that they would receive from $1 if they made each of the following purchases;

(i) 1 ruler @ 30 cents each (ii) 2 erasers @ 40 cents each (iii) 1 notebook @ 75 cents each (iv) 3 pencils @ 20 cents each

Suggested materials 5, 10, 20 and 50 cent coins (or cardboard shapes representing these), paper, pencils

Prior learning Students have had practice counting money and performing simple calculations with money. They have used concrete materials to model addition and subtraction problems.

Board of Studies NSW, K–6 Mathematics Sample Units of Work, p 46

Outcomes Whole Numbers (NS1.1) Counts, orders, reads and represents two- and three-digit numbers. Addition and Subtraction (NS1.2) Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers. Multiplication and Division (NS1.3) Uses a range of mental strategies and concrete materials for multiplication and division. Applying Strategies (WMS1.2) Uses objects, diagrams, imagery and technology to explore mathematical problems. Reasoning (WMS1.4) Supports conclusions by explaining or demonstrating how answers were obtained.

Criteria for assessing learning Students will be assessed on their ability to:

• represent equivalent amounts of money using different denominations • use concrete materials to model addition problems • perform simple calculations with money • use a range of strategies for addition, subtraction and multiplication problems • explain or demonstrate how an answer was obtained.

This sample can be found at:

http://arc.boardofstudies.nsw.edu.au/index.cfm?objectid=A1018339-C97C-ACDF-A8ADAAC9F56C96CC

Work sample 3

Persuasive letter Description of activity Students compose a persuasive letter to a potential tourist to Australia on behalf of a tourist office.

Context

Students have gained an understanding of the language forms, techniques and structures used in a range of persuasive texts, including letters. They have composed a range of persuasive texts for specific audiences and purposes. Students have researched Australian destinations and activities that would appeal to tourists.

Areas for Assessment • Writing, speaking, representing

• Communicating and context

• Interpretive, imaginative and critical thinking

• Expressing views

Outcomes

A student:

1. responds to and composes texts for understanding, interpretation, critical analysis and pleasure 4. uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts 5. makes informed language choices to shape meaning with accuracy, clarity and coherence 6. draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts


(These criteria would normally be communicated to students with the activity.)


• demonstrate knowledge of the conventions of writing a persuasive letter

• understand the relationship between audience, purpose, language choices and form

• demonstrate understanding of the use of persuasive techniques

• select and provide appropriate information about Australia.


http://arc.boardofstudies.nsw.edu.au/index.cfm?objectid=9158BB73-CBB2-9DA3-621224DB6522DE53

Work sample 4

Experiences of the Depression Description of activity Students work in pairs and create a dialogue between two characters who had different experiences of the Great Depression. The characters can be fictitious but their experiences must reflect actual historical circumstances. Possible pairs of characters can be suggested, eg a child from a family that was evicted from their home and a child whose family was not adversely affected by the Depression; an Aboriginal unemployed person and a non-Aboriginal person; a city person and a country person. Dialogues may be presented as a live performance, script, audio tape, videotape, cartoon or story board, or exchange of letters.

Context

This activity is part of Topic 3: Australia between the Wars, in the Mandatory Stage 5 course and focuses on the experiences of different social groups during the Great Depression and the impact of the Depression on their lives. Students have previously learned about the experiences of different groups during World War I. For this activity, students have learned about the causes and effects of the Great Depression and have examined primary source material to investigate the experiences of different social groups.

Teachers should note that the ICT component of Outcome 5.10 below is not a compulsory requirement for this activity. However, this aspect of the outcome would need to be addressed in another activity by the end of the course.

Areas for Assessment • Historical knowledge

• Research and historical inquiry skills

• Communication

Outcomes

A student:

5.1 explains social, political and cultural developments and events and evaluates their impact on Australian life

5.6 uses sources appropriately in an historical inquiry

5.7 explains different contexts, perspectives and interpretations of the past

5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences


(These criteria would normally be communicated to students with the activity.)


• describe the different experiences and perspectives of the chosen individuals • explain the impact of the Great Depression on the chosen individuals • use relevant historical information from a number of sources

• select and use appropriate forms to communicate effectively about the past


http://arc.boardofstudies.nsw.edu.au/index.cfm?objectid=AB9C362E-C6D5-6438-31FC2D6A4CB9E4D0

Work sample 5

Australian Fossil Site Brochure

Description of activity

Students take the role of scientific officer for the National Parks. They present, in brochure format, information to promote the preservation and protection of one fossil site in Australia as important in providing significant evidence supporting the idea that life on Earth has changed over time.

Students choose an Australian fossil site from the following list: Riversleigh, Ediacaran Hills, Naracoorte, Lightning Ridge, Dinosaur Cove, Lake Acraman, Koonwarra, Somersby and Winton.

Students keep a record of their sources of information, copies of text gathered from each source and a record of the summaries of this information in the production of their brochure. The record of information is used to provide ongoing feedback to students on the application of their research skills during the activity.

Context Students have been studying the planet as a place of constant change. Sometimes this change is too slow to be seen in a lifetime and, at other times, violent and destructive changes can be witnessed in a short space of time. In the unit students extend their knowledge and understanding of the nature and practice of science by examining scientific evidence that explains changes in the life forms and the Earth and how ideas are rejected or modified as new scientific evidence emerges. Within this context students investigate evidence of crustal movement, volcanic activity and earthquakes to explain how these changes impact on the Earth. During this unit students expand and apply their research skills. Through a range of activities students will develop and demonstrate their skills of extracting and summarising information from secondary sources. They build on their experiences from Stage 4 to present the information that has been collated and synthesised into a brochure to promote the preservation and protection of an Australian fossil site.

Areas for Assessment

• Knowing and understanding

• Communicating

Outcomes A student:

5.9 relates the development of the universe and the dynamic structure of Earth to models, theories and laws and the influence of time

5.16 accesses information from a wide variety of secondary sources

5.17 explains trends, patterns and relationships in data and/or information from a variety of sources

5.18 selects and uses appropriate forms of communication to present information to an audience

Criteria for assessing learning (These criteria would normally be communicated to students with the activity.)


• evaluate the importance of an Australian fossil site in providing evidence that present-day organisms have evolved from organisms in the distant past

• gather, process and present information in the form of a brochure to support an argument for the preservation and protection of an Australian fossil site

• correctly acknowledge sources of information


http://arc.boardofstudies.nsw.edu.au/index.cfm?objectid=2B6FC2B0-B99A-37CE-1928DD72CC37CE18

Documents

Assignment 1: EEE314 (All work samples have been included