Microsoft Word - EDEDTE4550_2021_assignment_ XXXXXXXXXXdocx
EDTE4550 Assessment Task 1:
How can a Unit of Work with sustainability as a context support the learning of Science and Technology concepts?
Weighting: 50%
Word limit: 2500 words (+/- 10%) – excludes references
Date Due: 09/04/2021 @ 5pm
The purpose …
This assessment provides you with an opportunity to demonstrate your knowledge of the NSW Science and Technology (S&T) K-6 syllabus within a sustainability
context while including digital resources that are ‘fit for purpose’. Specifically, you will need to demonstrate your understanding of:
• an age appropriate sustainability context that promotes student understanding of syllabus science and technology concepts;
• how to focus students’ attention on the syllabus skill strands of Working Scientifically and Design and Production through hands-on authentically-linked
activities;
• how to select ‘fit for purpose’ digital resources that support students to:
o build their science conceptual knowledge related to a sustainability context;
o share and communicate their learning from the topic;
• how to integrate another Key Learning Area.
What to submit through Turnitin:
Part 1: [approx XXXXXXXXXXwords] Develop a rationale for conducting a Unit of Work that address a local sustainability issue while focussing on developing
students’ capabilities in Working Scientifically (WS) and Design and Production (DP) for a particular Stage. Clearly address:
• why the sustainability context has been selected;
• which S&T outcomes will be addressed in the unit;
• how student learning will be assessed;
• specific details related to the sustainability issue that you expect students to produce to demonstrate their S&T understanding/learning;
• specific details of which aspects of another Key Learning Area will be integrated.
Part 2: [approx XXXXXXXXXXwords] Apply your rationale to a sequence of 10 learning experiences/lessons using the ‘5E approach’ to demonstrate how science and
technology syllabus concepts can be used to solve/address a local sustainability issue. Each experience should be described as a teaching and learning activity
consisting of no more than 4-5 lines per experience (include all 10 experiences).
Part 3: [approx XXXXXXXXXXwords] Select, describe, and justify the inclusion of at least 2 ‘fit for purpose’ interactive digital resources (websites, apps etc) that meet
the following criteria:
• At least one resource supports students’ science concept development related to the sustainability issue;
• At least one resource enables students to effectively communicate their learning from the unit;
• The digital resources are appropriate for the student age group;
• The digital resources coherently integrate with the unit to support learning;
• The digital resources clearly link to relevant NSW Science and Technology K-6 syllabus outcomes.
SECTION
EDTE4550 TASK 1: Unit of Work (50%) ASSESSMENT/MARKING RUBRIC
Fail level Pass level Credit level Distinction level High Distinction level
RATIONALE
(15 marks)
Provides a clear and
strong rationale for
using a sustainability
context to learn S&T
concepts, grounded
in the literature, with
clear links to another
Key Learning Area
(KLA)
Not or
minimally
evident
Provides an appropriate rationale
for using a sustainability context to
learn S&T concepts, with some
justification from literature.
Assessment strategies, learning
evidence, and links with another
KLA addressed at a basic level.
Provides clear, concise and thorough
explanation for using a sustainability
context to learn S&T concepts.
Literature is used well to support
ideas including some critical analysis.
Assessment strategies, learning
evidence and links with another KLA
adequately addressed.
Excellent explanation for using a
sustainability context to learn S&T
concepts in relation to research and
other literature, including substantial
critical analysis. Assessment, learning
evidence and links with another KLA
clearly addressed.
Outstanding and original or unique
conceptualizations for using a
sustainability context to learn S&T
concepts that synthesize and critique the
esearch literature. Excellent assessment,
learning evidence and links with another
KLA
LEARNING
SEQUENCE
(20 marks)
5E Pedagogy
Infused throughout
the10 step learning
sequence
Not or
minimally
evident
There is some basic evidence of
the 5E approach in a 10 step
learning sequence.
There is evidence of an appropriate
inclusion of the 5E approach in the
10 step learning sequence.
There is substantial and convincing
evidence that the 5E approach
effectively frames the 10 step learning
sequence.
The 5E approach is expertly used to
frame the 10 step learning sequence.
Digital Technologies
are used
appropriately and
creatively to support
knowledge sharing
and/or creation
Not or
minimally
evident
Digital technologies have been
used to support learning, but their
use is limited in terms of and
appropriateness for the task.
Digital technologies are included in
the learning sequence and are used
appropriately to support knowledge
creation and sharing
A variety of digital technologies are used
creatively in the learning sequence to
support knowledge creation and sharing
There is clear evidence of the insightful
and creative use of a variety of digital
technologies to support effective
learning. Multiple tools are carefully
integrated to support achievement of
learning goals.
S&T syllabus content
(ES, LW, MW, PW) &
processes (WS and
DT) are used
appropriately to
support learning
Not or
minimally
evident
Appropriate science and
technology content & processes
have been included in the learning
sequence.
Science and technology content and
processes are appropriately included
in the learning sequence and
support learning.
Science and technology content and
processes are creatively included in the
learning sequence and effectively
support learning.
Science and technology content and
processes are creatively and insightfully
included in the learning sequence and
support learning at high levels of
thinking/processing,
Sustainability
context is
appropriate for the
selected audience
and syllabus
Not or
minimally
evident
Efforts have been made to include
an appropriate sustainability
context and associated activities
are appropriate for the selected
audience and syllabus.
The sustainability context and
associated activities are appropriate
for the selected audience and
syllabus
The sustainability context and associated
activities are highly appropriate for the
selected audience and syllabus
The sustainability issue and associated
activities are innovative and creative for
the selected audience and syllabus
DIGITAL
RESOURCES
(15 marks)
Provides a clear and
strong justification
for including selected
esources related to
‘task requirements’
(see Part 3 on
previous page)
Not or
minimally
evident
Provides some justification for
including selected digital resources
elated to ‘task requirements’.
Provides clear, concise and thorough
explanation for including selected
digital resources related to ‘task
equirements’. Literature is used
well to support ideas including some
critical analysis.
Excellent explanation for including
selected digital resources in relation to
‘task requirements’, research and other
literature, including substantial critical
analysis.
Outstanding and original or unique
conceptualizations for including selected
digital resources related to ‘task
equirements’ that synthesize and
critique the research literature.
Science and Technology K–6 Syllabus 2017
NSW Syllabus
for the Australian
cu
iculum
Science and Technology
K–6
Syllabus
© 2017 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the
State of New South Wales.
The NESA website holds the ONLY official and up-to-date versions of these documents available on
the internet. ANY other copies of these documents, or parts of these documents, that may be found
elsewhere on the internet might not be cu
ent and are NOT authorised. You CANNOT rely on copies
from any other source.
The documents on this website contain material prepared by NESA for and on behalf of the Crown in
ight of the State of New South Wales. The material is protected by Crown copyright.
All rights reserved. No part of the Material may be reproduced in Australia or in any other country by
any process, electronic or otherwise, in any material form, or transmitted to any other person or stored
electronically in any form without the prior written permission of NESA, except as permitted by the
Copyright Act 1968.
When you access the material you agree:
to use the material for information purposes only
to reproduce a single copy for personal bona fide study use only and not to reproduce any major
extract or the entire material without the prior permission of NESA
to acknowledge that the material is provided by NESA
to include this copyright notice in any copy made
not to modify the material or any part of the material without the express prior written permission
of NESA.
The material may contain third-party copyright materials such as photos, diagrams, quotations,
cartoons and artworks. These materials are protected by Australian and international copyright laws
and may not be reproduced or transmitted in any format without the copyright owner’s specific
permission. Unauthorised reproduction, transmission or commercial use of such copyright materials
may result in prosecution.
NESA has made all reasonable attempts to locate owners of third-party copyright material and invites
anyone from whom permission has not been sought to contact the Copyright Officer.
Phone: XXXXXXXXXX
Fax: XXXXXXXXXX
Email: XXXXXXXXXX
Published by
NSW Education Standards Authority
GPO Box 5300
Sydney NSW 2001
Australia
www.educationstandards.nsw.edu.au
PAF17/499
D2017/33966
mailto: XXXXXXXXXX
http:
www.educationstandards.nsw.edu.au
Contents
Introduction........................................................................................................................... XXXXXXXXXX4
Science and Technology Key..........