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					 UNIT/TASK/INVESTIGATION TITLE           THE EUROPEAN UNION           YEAR LEVEL(S): 9, SEM.1
Sunshine Coast QCAR Alignment Planner
 KLA(S):                                                              LENGTH:4-6 WEEKS
                                                                                                       EVIDENCE
                                                                                                       Then you need evidence of learners’ ability to:
Unit overview
                                                                                                          -    UNDERSTAND BASIC ITALIAN QUESTIONS AND INSTRUCTIONS.
STUDENTS WILL INVESTIGATE THE ORIGINS AND PURPOSE OF THE EUROPEAN
UNION.THEY WILL APPRECIATE THE SCALE AND IMPORTANCE OF THE EUROPEAN                                    - recognition of
UNION.




Identify Curriculum intent                                                                             ASSESSMENT TECHNIQUES (DIAGNOSTIC/FORMATIVE/SUMMATIVE)
      Maths        English     Science      SOSE       Technology   The Arts     HPE      Languages    A suitable set of assessment techniques/strategies would be:
                                                                                                       SUMMATIVE
3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 B E                                       I
 WAYS OF WORKING                                       KNOWLEDGE AND UNDERSTANDINGS
      •     Interpret ideas and information in
                                                       EXPLAIN THE ORIGINS AND NATURE OF THE
            spoken and written text about the the
                                                       EUROPEAN UNION .
            way people and organisations are                                                           Recording Instrument
            represented.                               BUILD RELEVANT VOCABULARY (“ABITANTI,
      •     comprehend written text and factual        NAZIONE, CAPITALE, POSIZIONE, STORIA,
            information (charts, statistics, …)        BANDIERA, …);
      •     master the vocabulary of desciption in     RECOGNISE AND RE-APPLY QUESTION
                                                                                                              ICT’S             YEAR 3                YEAR 5                    YEAR 7     YEAR 9
            terms of geography and demography.         STARTERS, EG. “QUALE E’ LA CAPITALE
      •     design a board game encompassing                                                           LEARNING EXPERIENCES INCLUDING ICTS
                                                       DELLA GERMANIA?”, “CHI E’….”, “QUANTI
            knowledge of the diverse characteristics                                                   Learning experiences will be designed and implemented so that learners know how to:
                                                       …”.
            of the e.u. member-nations.
      •     Present information in summary or          AWARENESS OF SIMPLE AND ARTICLED
            graphic forms                              PREPOSITIONS (IN, DI, DEL/LA, NEL/LA, SUL/LA)

                                                       PROCEDURAL WRITTEN LANGUAGE “LE
                                                       REGOLE DEL GIOCO”, EG. “VAI AVANTI… VAI
                                                       INDIETRO…” + “INIZIO / FINE”.

                                                       COMPARATIVE LANGUAGE (PIU’ GRANDE
                                                       DI…MENO ESTESA DI….. ECONOMICAMENTE
                                                       PIU’…MILITARMENTE MENO…) APPLIED IN
                                                       ECONOMICS ,POLITICAL AND GEOGRAPHICAL
                                                       CONTEXTS.

                                                       PAST TENSE AND CONJUNCTION ARE USE AS A         LITERACY DEMANDS                                     NUMERACY DEMANDS
                                                       RECOGNITION

                                                       UNDERSTAND THE LINGUISTIC



 DEEP UNDERSTANDINGS
 The desired result is that learners understand that:
                                                                                                       ASSESSMENT TASK OUTLINE




      Maths        English     Science      SOSE       Technology   The Arts     HPE      Languages    Possible assessment criteria
 ASSESSABLE INTENT/ELEMENTS
                                                                                                                                              Sunshine Coast Regional Office -2007 Draft
 1)       READING COMPREHENSION : THE
          EUROPEAN UNION
Sunshine Coast QCAR Alignment Planner

 UNIT/TASK/INVESTIGATION TITLE: Insert the name of the              YEAR LEVEL(S): Include a          EVIDENCE
 task/investigation/unit of work. Can be either “catchy” or         statement on the length of the    Then you need evidence of learners’ ability to:
 descriptive of the nature of the work.                             task/investigation/unit.          Learning is not visibly apparent in its own right. We assume that when students communicate, perform and produce
                                                                                                      artefacts that we are seeing demonstrations of learning. At this stage of the planning process you should identify what
 KLA(S):                                                            LENGTH:                           aspects of the deep understandings you will need to see evidence for.



Overview
 •     Short paragraph to describe overall intent of task/ investigation/ unit. Use your own words.
 •     Include a statement on the length of the unit, the context, and range of student abilities
       being catered for.
 •     This PLANNER can be used to develop an assessment task, an investigation or a unit of
       that may include multiple assessment items.                                                    ASSESSMENT TECHNIQUES (DIAGNOSTIC/FORMATIVE/SUMMATIVE)
                                                                                                      A suitable set of assessment techniques/strategies would be:
Identify Curriculum intent                                                                            Consider the technique that will be used to judge the students work. The various techniques
                                                                                                      include:
     Maths      English     Science      SOSE       Technology   The Arts      HPE       Languages    Observation
                                                                                                      Consultation
3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 B E                                       I
                                                                                                      Focused Analysis
 WAYS OF WORKING                                   KNOWLEDGE AND UNDERSTANDINGS                       Self Assessment
 Select the focus Ways of working statements       Select the focus knowing and understanding
 at the relevant year-level juncture.              bold conceptual statement(s) and related
                                                                                                      Recording Instrument
                                                   bullet point(s) at the relevant year-level
                                                   juncture.
                                                                                                             ICT’S                    YEAR 3                   YEAR 5                    YEAR 7                    YEAR 9

                                                                                                      LEARNING EXPERIENCES INCLUDING ICTS
                                                                                                      Learning experiences will be designed and implemented so that learners know how to:
                                                                                                      For the purposes of the planner, you need only include a selection to indicate that pedagogy has been taken into
                                                                                                      account and will align with what is intended and what is assessed. Other documents such as unit plans and school
                                                                                                      programs should be used to provide further detail.
                                                                                                      INTERNET SEARCHES AND USE OF SOFTWARE.




                                                                                                      LITERACY DEMANDS                                               NUMERACY DEMANDS
 DEEP UNDERSTANDINGS The desired result is that learners understand that:
 Revisit the Learning and Assessment focus of the Essential Learnings
 Deep understandings are statements of the specific insights that should emerge for a ‘big idea’
 in the context of this task, for these students.
 They are created by synthesising, making connections, cutting across, and linking. They require
 prioritising and emphasising what is important in the task. Deep understandings push us to           ASSESSMENT TASK OUTLINE
 make clear what we are on about in a particular context—the intellectual point of the unit—and       This is an outline for teacher purposes only. It is the basis for developing a detailed description and explanation of the
 help keep us on track when aligning curriculum, pedagogy and assessment.                             task for students which would include information about:
                                                                                                       •    Background
     Maths      English     Science      SOSE       Technology   The Arts      HPE       Languages     •    Purpose of the task
                                                                                                       •    Products to be completed
                                                                                                       •    Conditions and student roles
 ASSESSABLE INTENT/ELEMENTS                                                                            •    Task specific criteria and standards descriptors
Refer to the Assessable Elements and Descriptors. Select the assessable elements about which          Possible assessment criteria
evidence of student learning will be collected.                                                       These should be specific to the task and will later be accompanied by a set of
                                                                                                      verbal standards descriptors. They should embody curriculum intent reveal the
                                                                                                                                        student work will be judged.
                                                                                                      specific characteristics on which Sunshine Coast Regional Office -2007 Draft
Sunshine Coast QCAR Alignment Planner
 UNIT/TASK/INVESTIGATION TITLE:THE EUROPEAN                                 YEAR LEVEL(S):9

 UNION

 KLA(S):                                                                    LENGTH:4-6 WEEKS


Unit overview

A STRUCTURED ANALYSIS OF THE EUROPEAN UNION AND ITS MEMBER COUNTRIES.
AN INTEGRATION OF ITALIAN LANGUAGE WITH THE CONTEMPORARY REALTY OF
MODERN EUROPE.



Identify Curriculum intent
   Maths       English         Science          SOSE         Technology   The Arts   HPE      Languages

3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 3 5 7 9 B E                                           I
 WAYS OF WORKING                                             KNOWLEDGE AND UNDERSTANDINGS
 READING                                                     WHAT IS THE EUROPEAN UNION?
 WRITING                                                     WHY WAS THE EUROPEAN UNION
                                                             FORMED?
 LISTENING
                                                             WHERE ARE THE EUROPEAN UNION
                                                             COUNTRIES LOCATED?




 DEEP UNDERSTANDINGS
 The desired result is that learners understand that:
THE EUROPEAN UNION IS A VITAL PART OF THE ITALIAN IDENTITY
THE LANGUAGE OF DESCRIPTION AND INSTRUCTION/PROCEDURE IN ITALIAN.




   Maths       English         Science          SOSE         Technology   The Arts   HPE      Languages

 ASSESSABLE INTENT/ELEMENTS



                         Sunshine Coast Regional Office -2007 Draft
Sunshine Coast QCAR Alignment Planner
EVIDENCE
Then you need evidence of learners’ ability to:




ASSESSMENT TECHNIQUES (DIAGNOSTIC/FORMATIVE/SUMMATIVE)
A suitable set of assessment techniques/strategies would be:




Recording Instrument



      ICT’S                YEAR 3                    YEAR 5           YEAR 7      YEAR 9

LEARNING EXPERIENCES INCLUDING ICTS
Learning experiences will be designed and implemented so that learners know how to:




LITERACY DEMANDS                                           NUMERACY DEMANDS




ASSESSMENT TASK OUTLINE




Possible assessment criteria

                       Sunshine Coast Regional Office -2007 Draft
Sunshine Coast QCAR Alignment Planner



                              ASSESSMENT TASK




              Sunshine Coast Regional Office -2007 Draft
         Sunshine Coast QCAR Alignment Planner
                                                                          Criteria Sheet
                                                                                   for
                                                                …………………………………..
         Class: _____________________                                                                          Date: __________________

             Organisers                    Criteria   Assessment    Very High        High         Sound      Developing   Support    Not Enough
                                                       Instrument                                                         Required   Information
                     Ways of Working
                  Understandings
                  Knowledge and




          Teamwork and
           cooperation



         Teacher’s comments:_______________________________                     Student’s comments:__________________

                                       ________________________________________________       __________________________________




Sunshine Coast Regional Office -2007 Draft
         Sunshine Coast QCAR Alignment Planner
                                                                            Criteria Sheet
                                                                                  for
                                                                …………………………………..
         Class: _____________________                                                                         Date: __________________

             Organisers                    Criteria   Assessment        A               B          C            D            E            N
                                                       Instrument                                                                    Not Enough
                                                                                                                                     Information
                     Ways of Working
                  Understandings
                  Knowledge and




          Teamwork and
           cooperation




         Teacher’s comments:_______________________________                    Student’s comments:__________________

                                       ________________________________________________      __________________________________




Sunshine Coast Regional Office -2007 Draft
Sunshine Coast QCAR Alignment Planner



                  Sources of Evidence                                  Assessment Techniques                                                Recording instruments

•   computer-generated presentations                     Observation involves teachers observing students as        • anecdotal records
•   concept maps                                         they participate in planned activities. Teacher            • annotated work samples
•   debates                                              observation occurs continually as a natural part of the    • audio and visual (including photographic and video)
•   discussions with students                            learning and teaching process and can be used to             recordings
                                                         gather a broad range of evidence about students’           • checklists
•   games
                                                         demonstrations of learning outcomes. Teacher
•   journals                                                                                                        • feedback sheets
                                                         observations can also be structured to gather
•   observations of written work in progress             particular kinds of evidence in relation to learning       • folios
•   plans of approach to investigations                  outcomes.                                                  • learning logs
•   projects/assignments                                 Consultation involves teachers discussing student          • observation notes
•   questioning led by teacher or student                work with students, colleagues, parents/carers or          • reflection sheets, diaries or scrapbooks
•   reports (e.g. on investigations)                     other paraprofessionals. The varying perspectives of       • reports of test results
•   research projects                                    the participants in consultations can help enrich the      • self- and peer- assessment sheets
                                                         evidence gathered about students’ demonstrations of        • self- and peer-reflective journals
•   sketches and drawings                                learning outcomes. Consultation can be used to verify
•   structured whole- or small-group discussions         the evidence gathered using other techniques. Some         • statements of anticipated evidence or criteria
•   student explanations of work in progress             consultations may reveal a need for more detailed            sheets
•   student folios                                       assessment.                                                • student/teacher journals
•   working notes and jottings                           Focused analysis involves teachers examining in detail     • worksheets
•   written tests (e.g. Years 3, 5 and 7 test reports)   student responses to tasks or activities (e.g. computer-
                                                         generated presentations, group discussions, tests,
                                                         debates or research projects). This technique provides
                                                         detailed evidence about students’ demonstrations of                        Return to PLANNER - Instuments
            Return to PLANNER - Evidence                 learning outcomes.
                                                         Self- and peer-assessment involves students using
                                                         the above techniques to assess their own work and the
                                                         work of their peers. Self- and peer-assessment allow
                                                         teachers to take account of students’ perceptions
                                                         when gathering evidence.



                                                                   Return to PLANNER - Techniques




                                                                                                                     Sunshine Coast Regional Office -2007 Draft

				
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Description: EUROPEAN UNION