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Guide to Referencing Curriculum Documents for Education Students Meeting APA 6th Edition guidelines Referencing the School Curriculum and Assessment Authority from the website:...

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Guide to Referencing Cu
iculum Documents for Education Students
Meeting APA 6th Edition guidelines

Referencing the School Cu
iculum and Assessment Authority from
the website:
http:
www.scsa.wa.edu.au/

In-text citation

First time that the organisation is cited:
(School Cu
iculum & Assessment Authority [SCSA], date)
Then each subsequent citation:
(SCSA, date)

End Text Reference List (Hanging indent)

School Cu
iculum & Assessment Authority [SCSA], (date) Cu
iculum and Assessment
Outline. Humanities and Social Science. Retrieved
from http:
k10outline.scsa.wa.edu.au/home/p-10-cu
iculum/cu
iculum-
owse
humanities-and-social-sciences


Referencing the Early Years Learning Framework:

In-text citation (paraphrased)

First time:
(Department of Education Employment & Workplace Relations [DEEWR], 2009)
Subsequent citations:
(DEEWR, 2009)
In-text citation (direct quote)
(DEEWR, 2009, p.35)

End Text Reference List (Hanging indent)

Department of Education, Employment and Workplace Relations, XXXXXXXXXXEarly Years
Learning Framework: Being, Belonging, Becoming. Commonwealth of Australia.
Retrieved
from http:
k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0003/4629/EYLF_compl
ete_doc.pdf
http:
www.scsa.wa.edu.au
http:
k10outline.scsa.wa.edu.au/home/p-10-cu
iculum/cu
iculum-
owse
humanities-and-social-sciences
http:
k10outline.scsa.wa.edu.au/home/p-10-cu
iculum/cu
iculum-
owse
humanities-and-social-sciences
http:
k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0003/4629/EYLF_complete_doc.pdf
http:
k10outline.scsa.wa.edu.au/__data/assets/pdf_file/0003/4629/EYLF_complete_doc.pdf

    HASS UNIT PLAN – Learning Area:
    Inquiry Question:
    DATE/S:
    CLASS/GROUP/YEAR:
    FOCUS OUTCOMES FOR TEACHING, LEARNING AND ASSESSMENT
    HASS Knowledge & Understandings (Geography, History or Civics)
    HASS Skills
    Content Descriptors
    Questioning & Research
    Analysing
    Evaluating
    Communicating & Reflecting
    CCP FOCUS (circle): SUSTAINABILITY – ABORIGINAL & TORRES STRAIT ISLANDER – ASIA & AUSTRALIA’S ENGAEMENT WITH ASIA
Elaboration:
    TEACHING PLAN
    Inquiry Teaching sequence
    Tuning In (Questioning)
    Finding Out (Researching and Analysing)
    Sorting Out (Analysing & evaluating)
    Taking Action (Communicating & Reflecting)
    LEARNING EXPERIENCE/S
    
    
    
    
    LITERACY FOCUS
(Use of Sources, Reading and
Writing skills)
    
    
    
    
    RESOURCES
    
    
    
    
    ASSESSMENT
    Diagnostic assessment of concepts and skills:
    Formative assessment of concepts & skills:
    Formative assessment of concepts & skills:
    Summative assessment of concepts:

Assignment for SSE4100
Assignment
Part One: RATIONALE 1000 words
TASK: Students are to describe the philosophy underpinning a teaching and learning program for the HASS learning area. Include an explanation of the early childhood teaching and learning theory and pedagogical principles & practice that are reflected in the overall organisation and approach of a HASS program. Outline the way a HASS program utilises appropriate teaching and learning strategies and contexts to support learning in HASS.
It is an expectation that you will refer to cu
ent and relevant credible sources to support your rationale.
Part Two: INQUIRY UNIT PLAN for Pre primary 1500 words (template not included in word count)
TASK: Students are to choose one inquiry question from the following:
1.       Why does the weather change?
2.       Where do I Iive? (My community)
3.       Where did I come from? (My family)
 Students then need to:
1. Create a topic web to show initial planning ideas for your inquiry question across all learning areas in Pre primary. Take a photo of this and insert in your assignment.
2. Choose one aspect of your topic web that links to HASS and then create an inquiry overview plan using the template provided for pre primary. Your inquiry plan should:
- Show links to the HASS content descriptors for Pre Primary and Cross Cu
iculum Priorities from the WA cu
iculum.
- Reflect the Inquiry teaching cycle by describing one learning experience for each stage of tuning in, finding out, sorting out and taking action. (i.e. you will have 4 lessons)
- Show evidence of cross cu
iculum integration with literacy
- Outline the resources needed for each activity you have designed
- State how you will assess the learning experience for each step of the inquiry cycle
What is the word count for the SSE4100 assignment for the Rationale
The word count is 1000 words excluding direct quotations and in---text/end text referencing. A strict maximum of 1100 will be accepted without penalty including in---text referencing, direct quotations and characters. Submissions that are over this maximum will be penalised at 1% per 100 words. An introduction and conclusion should be provided and this is included as part of the total/overall word count. To keep within the maximum word count, students should not overuse direct quotations. Rather, students should synthesise ideas from readings and use their own expression to represent the ideas and then include an in---text reference to the source of the idea. How should the SSE4100 Written Assignment be presented?. • Format the assignment using 1.5 spacing and a simple size 12 type---faced font (Arial, Cali
i, Helvetica or Times New Roman.) • Include a ‘Title’ page with unit code, assignment title, your name and student number, due date and your total word count clearly indicated. • Use headings and sub---headings to clearly indicate each section of the report. • Use APA in---text and end---text referencing format and include an end---text reference page. • Include page numbers and a ‘header’ to each page with your name and student number.
Answered Same DayMar 10, 2020

Solution

Soumi answered on Mar 16 2020
94 Votes
Running Head: RATIONALE        1
Name:    Student Number:    2
HASS Program
Part One: RATIONALE
UNIT CODE: ______________________
ASSIGNMENT TITLE: HASS Program Rationale
NAME: ______________________
STUDENT NUMBER: ______________________
DUE DATE: ______________________
TOTAL WORD COUNT: 1052
Table of Contents
Introduction    3
Rationale for a HASS learning program    3
Describing the philosophy supporting a teaching and learning program for HASS learning area    3
Early childhood teaching, learning theory and pedagogical principles reflecting the approach as well as organisation of the HASS program    4
Utilising suitable teaching and learning techniques for supporting learning in HASS    4
Conclusion    5
References    6
Introduction
    The act of teaching and providing knowledge to the pupils is considered as a noble profession as it is linked with enlightening an individual. A teacher is looked upon in the area of learning because they endeavour to make the students aware of the world around them and help them grow as human beings. The cu
ent report ventures to analyse the rationale behind the profession of teaching and the way it is done under the Humanities and Social Sciences (HASS) program of Australia. Hence, the philosophy supporting it, theories reflecting its approach and the way it is executed have been provided in this report, in order to rationalise the process of teaching.
Rationale for a HASS learning program
Describing the philosophy supporting a teaching and learning program for HASS learning area
    Education is imparted to the students for each of these disciplines, with the intention to help them grow through the challenges of the world with the help of their self-enlightenment. However, as argued by Genishi and Dyson (2015), this self-enlightenment cannot be inculcated within the individual student on their own. Therefore, there involves a philosophy within the HASS teaching and learning program that represents the contribution of the teacher into this process of enlightenment which are the philosophies of citizenship, problem-solving, involving the students into the learning process intrinsically and creating a national as well as an international identity for oneself, underpin the process (Gilbert & Hoepper, 2016).
Hence, the teachers in the HASS learning area apply the philosophy of problem-solving in order to make the students independent in their lives as well as for developing in them the attitude of facing the challenges in their daily course of actions. The psychology of solving problems can make the students aware of the fact that problems cannot be escaped from and no one can solve them for the latter, except for themselves (Lee et al., 2016). Hence, the course is self-implicating, which helps the student develop this attitude.
    Besides, the attitude of being an ideal and honourable citizen of the country is incorporated into them by each of the disciplines enlisted under the...
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