Assessment Task 1A:
Written teaching plan
Design and development of a written teaching plan
Due date: Wednesday 6th April 2022 at 11:59pm
Weighting: 30%
Word Count: 2400 words group plan (+/- 10%)
Assessment Purpose:
The teaching plan is the planning component for the education session that your work
group will present for Assessment Task 1B. You need to read the description for
Assessment Task 1B: Teaching session as part of your preparation for completing this task.
You will be required to allocate yourself to a work group of 4 students. Using one of the
available topics listed on Moodle, your work group will design and develop a teaching plan
for a 12 minute video recorded education session (which will include 10 minutes of content
elevant to the chosen topic and 2 minutes for the group's self-evaluation of the teaching
session). You will be using Kaltura to create and present the education session.
Your audience will include 30 peers (3rd year nurses), who will undertake the education
session when it suits them.
You are emerging clinical leaders and, as such, expected to engage with your fellow group
members in a professional, respectful and inclusive manner and in accordance with the
expectations and standards of a registered nurse. Your ability to work well as a group is
essential to both Assessment tasks 1A & 1B. Your assessments will be submitted and
marked as a group.
Please refer to Moodle for instructions on how to set-up and allocate yourself to a group
and for additional tips and links to information on working effectively as a group.
CRICOS Provider No. 00103D
RTO Code 4909
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CRICOS Provider No. 00103D
RTO Code 4909
Assessment Description:
1. As a group you must select a topic listed on Moodle by Wednesday 16 March
2022, 11:59hrs. Failure to do so will generate an academic performance notification
through formal university student academic progress notifications.
2. The teaching plan will be designed and developed as a group. Every aspect of
your plan needs to be well supported by literature and include the following
elements:
• Introduction – introduce the purpose and scope of the plan, the topic
selected, your audience and the teaching/learning context (approx. 200
words).
• Learner characteristics & learning context – identify and discuss the
learner characteristics you need to consider and the impact these could have
to the teaching/learning session. Describe how you plan to assess the
learning needs of the learners (approx. 300 words).
• Teaching & learning theories – identify the teaching and learning theories
you are using to underpin your teaching plan and discuss why these theories
are appropriate (approx. 300 words).
• Session aim/purpose & Intended learning outcomes – provide a clear aim
or purpose of the education session and 3 – 4 intended learning outcomes
(ILO) that clearly demonstrate the desired level of learning appropriate for the
timeframe. Remember that this teaching session is about educating your
peers on how to teach a student a particular topic (approx.100 words).
• Content and teaching strategies – in this element please include the
following (approx. 500words):
â–ª Outline each element of the planned content. You need to include
content that helps your peers to learn how they can teach a student in
the clinical environment.
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CRICOS Provider No. 00103D
RTO Code 4909
â–ª State the amount of time you plan to spend on each element of content
and explain why your timeframe is appropriate.
â–ª Describe the teaching strategies, learning activities and supportive
learning resources you plan to use to teach your audience.
• Session Plan - using the template below, and in point form, summarise the
planned content, teaching strategies and learning activities described above.
This session plan will be used as your running sheet for your teaching session
in Assessment Task 1B (approx XXXXXXXXXXwords).
Content in
sequence
Planned activity & teaching
strategy
Resources for
teaching & learning
Facilitator Time
List the content/ topic
you will be including
in each section
List the teaching strategies and
learning activities you intend to
use for each section.
List resources you will
use to undertake the
activity and any
esources to support
learning.
Name of the
group
member
facilitating
each
section.
Provide
timeframe
for each
section.
• Learner Assessment – describe how you plan to assess the learning achieved by
the learners (approx. 300 words).
• Session Evaluation – describe how you plan to evaluate the session from the
learner’s perspective, impact on care outcomes or professional practice, and as a
teaching team (approx. 300 words).
• Conclusion – provide a summary of the plan and the purpose of having a teaching
plan (approx. 200 words).
• Statement of Team Collaboration – this is a short statement about group members’
participation and collaboration in the development of the plan, including specific
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CRICOS Provider No. 00103D
RTO Code 4909
details of how the work was distributed across the team (this statement is not
included in the word count but does contribute to the final mark).
Group issues:
• Your group should regularly meet to share and discuss work with each other in open
and honest communication, being RESPECTFUL and PROFESSIONAL at all times.
It will be helpful to create a group chat and set up meetings via an online platform
such as Microsoft Teams, where you can share your work.
• Each group should designate a leader, but then take turns leading the group if the
group leader is unable to due to health issues. NB. The leader should not be
expected to do more work than other members. Their role will be to ensure
submission to Moodle and monitor fair allocation of tasks.
• As a group, you should consider the strengths and weaknesses of each group
member and divide up work accordingly.
• If your group is not functioning effectively, you must attempt to solve the issue by
communicating openly with one another and develop strategies to resolve this and
any other potential points of conflict.
• If issues continue and cannot be resolved, moderation should occur with the campus
course coordinator and the group leader. Members need to email the campus
coordinator early in the semester to raise concerns. If behavioural and participation
concerns are evidenced by other students, then the course coordinator will mediate
and review the performance of individuals concerned and make recommendations.
The coordinator will require written documentation of issues to support the
contention, and consideration is at the course coordinator’s discretion.
• If a group member leaves the course, please contact your Course Coordinator as
soon as possible to negotiate an alternative plan
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CRICOS Provider No. 00103D
RTO Code 4909
Assignment Submission:
• The written teaching plan shall be submitted by the GROUP LEADER of the group
only, (Moodle will migrate the assignment to others in the group).
• The entire group will be awarded the same mark for the work submitted, so fair
division of work is your responsibility. It is recommended that you develop a formal
contract of communication with group members, keep a record of who is responsible
for agreed work, and record all formal communication in English between group
members. This does not need to be submitted with your plan but may be called upon
if there are any group concerns about fair engagement (this will be requested by the
course coordinator).
• It is recommended that a screen shot is taken from the Moodle submission link and
sent to your other group members to confirm submission when submission has been
accepted/successful.
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CRICOS Provider No. 00103D
RTO Code 4909
Marking Ru
ic Assessment 1A:
NURBN3031 Assessment task 1 - Written Teaching Plan Ru
ic
10 Marks 8 Marks 6 Marks 4 Marks 2 Marks 0 Marks
Structure of Plan/Research
& Referencing
Teaching plan structure and
arguments are logically
organised with introduction
and conclusion. Co
ect
spelling, grammar and
punctuation used.
Appropriate use of discipline
specific academic language
with co
ect typography and
formatting.
Selection of at least 8
elevant and cu
ent peer
eviewed sources using
co
ect APA (7th Ed) style in-
text and reference list
citations are fully present
with no e
ors. (10 marks)
Concise and logical
structure that is easy to
follow and understand.
Formal academic
writing style applied
with no grammatical,
spelling, typographical
or formatting e
ors.
More than 8 relevant
peer reviewed
eferences using co
ect
APA (7th Ed) style with
no e
ors.
Clear logical structure
that is easy to follow
and understand. Formal
academic writing style
applied with a few
grammatical, spelling,
typographical e
ors
and/or formatting
e
ors.
8 relevant peer
eviewed references
using co
ect APA (7th
Ed) style with no e
ors.
The structure is generally
logical and easy to follow,
though some paragraphs are
unclear. Occasional parts of
the text could be more
clearly expressed, or with a
more formal tone. There are
minor grammatical, spelling
e
ors, typographical and/or
formatting e
ors.
8 peer reviewed sources.
One or two references are
not cu
ent or very relevant
with a few e
ors noted in
APA (7th) style.
The structure is
sometimes logical, though
some paragraphs are
unclear. Many parts of the
text could be more clearly
expressed. The tone is
informal. There are
numerous grammatical,
spelling e
ors,
typographical and/or
formatting e
ors.
Less than 8 peer reviewed
sources. More than two
articles are not cu
ent,
eputable or relevant with
numerous e
ors noted in
APA (7th) style.
The structure is
awkward, difficult to
follow and tone is
informal. There are
numerous grammatical,
spelling, typographical
e
ors and formatting
e
ors. The tone is
informal and not
academic.
Less than 8 peer
eviewed sources. Many
eferences are not
eputable