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Advice on Programming and Assessment

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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 the Board of Studies NSW, except as permitted of the Copyright Act 1968. School pupils in NSW and teachers in schools in NSW may copy reasonable parts of the material for the purposes of bona fide research or study. Examples of phased syllabuses and sample units in this document show ways in which teachers can build a teaching and learning program and develop units of work to ensure coverage of the curriculum scope.

The themes and topics of these learning contexts will be determined by the classroom teacher, taking into account the needs, interests and abilities of the students, as well as the resources and environments of the school and its own.

Sample Stage 4 Scope and Sequence Plan

Sample Stage 5 Scope and Sequence Plan

The example unit of work for Special Occasions - a Birthday Party is described in detail on pages 36-44.

Assessment for Learning

Planning for Effective Learning and Assessment

4.UL.1 demonstrates understanding of main ideas and supporting details in spoken texts and responds appropriately. 4.UL.2 demonstrates understanding of main ideas and supporting details in written texts and responds appropriately. 4.UL.4 applies a variety of language structures to express own ideas in writing 4.MLC.1 demonstrates understanding of.

4.MLC.2 explores different ways in which meaning is conveyed by comparing and describing the structures and features of Spanish 4.MBC.1 demonstrates understanding of.

Designing Effective Learning and Assessment

They have learned vocabulary related to food and drink and they can identify what they like and don't like. 4.MLC.1 shows an understanding of the importance of correct language use in various contexts 4.MLC.2 explores the different ways meaning is conveyed by comparing and describing structures. They should mention the name of the person, the food/drink and whether or not the person likes it.

Annotated Assessment for Learning Activity

They have participated in communicative activities to internalize vocabulary and have been given exercises to practice and consolidate their knowledge of new structures. If evidence suggests that students have experienced difficulties in listening and responding, teachers may need to adjust subsequent learning experiences through additional modeling of structures and scaffolding to support the construction of text. Students whose performance meets the criteria move on to the next activity where they participate in a role-play conversation about their food and drink preferences.

Criteria for assessment of learning and assessment of guidelines relate to the outcomes and are clearly expressed in terms of the knowledge, understanding and skills required for the activity AP2, AP4.

Sharing Learning and Assessment Intentions

Effective Feedback to Students

Recording Evidence for Assessment

This method can be adapted to collect evidence of an individual student's strengths and weaknesses in different elements of one activity, or the performance of a particular student, class, group or cohort of students, across a range of assessment activities. The Spanish Kœ10 Syllabus promotes a results-centered approach to programming. Learn about and learn statements related to the results are selected and organized in a logical order according to the learning context.

The amount of content selected should be manageable in the time allotted for the unit. Identify specific evidence of learning to be observed through teaching, learning and assessment activities. This evidence will enable judgments to be made on achievement in relation to the outcomes and content identified.

Teachers plan the most appropriate teaching, learning and assessment activities for the selected content, to ensure that they will provide the desired evidence of learning determined in Step 4. Teaching, learning and assessment activities must be student-centred, promoting the development of knowledge, understanding. and skills. However, when planning units of work, teachers must consider how to maximize feedback in the context of the teaching, learning and assessment activities and how the feedback contributes to student learning.

As teachers progress through the programming process, it is important to reflect on previous steps and evaluate the degree to which the unit has remained outcome-focused. After completing the unit, it is also necessary to evaluate the degree to which students have progressed as a result of the experience and what needs to be done next to help them learn.

Sample Unit Proformas

The following sample work units are designed to assist teachers in planning the implementation of the Spanish Kœ10 syllabus. Student activities relate to learning about and learning statements and form the basis of the unit of work. The bold assessment for learning activity on page 27 is described in detail at the end of the unit.

4.UL.3 establishes and maintains communication in familiar situations 4.UL.4 uses a range of linguistic structures to express own ideas in writing 4.MLC.1 demonstrates understanding of the importance of appropriate language use. 4.MBC.1 demonstrates understanding of the interdependence of language and culture 4.MBC.2 demonstrates knowledge of central features of the Spanish-speaking culture. Teacher observation and oral feedback during discussion of the main ideas in the spoken text.

Group discussion of characteristics of the text type, text content and roles of and relationships between characters. Teacher's oral feedback during activities,. correction of exercises by peers. ways to analyze text structure and locate relevant. linguistic features of texts, such as descriptions, narratives and correspondence. the purpose and context of communication and its influence on the choice of structure, format and vocabulary. access to resources and the organization of relevant structures and vocabulary when planning and composing text. manipulation of familiar structures for writing in new contexts. ways to analyze text structure and locate relevant. identify the purpose in texts and distinguish between the main ideas and supporting details. plan, draft and edit when composing one's own text. use available resources to access structures and vocabulary to build a message. select and incorporate modeled linguistic structures into own writing. identify the purpose in texts and distinguish between the main ideas and supporting detail. re-read the interview article, identify specific information and make a graph of the teenagers. work in pairs to make a written survey for completion by other students about what they eat and drink for breakfast, lunch and dinner. Teacher observation and oral feedback during discussion of the main ideas in the written text.

Student activities relate to learning about and learning with statements and form the basis of the unit of work. The assessment for learning activity in bold on page 43 is described in detail at the end of the unit. Students read the email and write an email in response, giving an opinion on each of the gift ideas and then expressing a preference.

Sample Stage 4 Unit of Work: Eating and Drinking

Sample assessment for learning activity: Listening and Responding

5.MLC.1 demonstrates an understanding of the nature of languages ​​as systems by describing and comparing linguistic features across languages. 5.MLC.2 uses language resources to support the study and preparation of texts in Spanish. A flyer needs the ability to experiment to convey information. specific purposes include description of clothing, language patterns, and ideas used. variations of the message • consider formal structures and prices and available sizes to express your appropriate vocabulary. depending on the context, the purpose of informal language and when ideas in written form and structure. and audience and where it is used. the importance of being • evaluate the accuracy and be aware of the choices that are the adequacy of structures made to convey accurate in constructing and. cultural concepts and ways • identify and analyze the ways in which they are reflected in the language in which culture is reflected in the. and language use behavior in different cultural attitudes that add • define and discuss the cultural meaning of the texts of the influences in certain texts,. the ways in which texts are structured for specific purposes. identify purpose and distinguish between main ideas and specific details v. Watch and listen to a scene of a shopping transaction in a department store or similar place and fill in the information gap. Proper completion of information gap activities by identifying relevant details. a text activity where students summarize. ways of identifying relevant • judge the details of information when listening for the importance of details v. certain information understanding of the text, e.g. elimination of ideas and questions. etiquette and ethical behavior related to intercultural communication. idioms, colloquialism, register and formality in language use. recognizes appropriate intercultural behavior in different environments. explain the use of words or expressions with specific cultural meaning. view and re-listen to spoken text and identify and explain culturally specific behavior and expression, e.g.

Performing the role-play shows whether the students can use Spanish to express their own ideas. rating through a checklist with specific criteria, including appropriate greetings, asking about the items, providing size/color/price details, commenting on the size/color/price, giving compliments, completing the transaction. This activity takes place in the middle of a work unit that students undertake halfway through Phase 5. Students organize a birthday party for a friend. They have participated in role-playing activities in shopping situations, to choose outfits to wear to the party.

They learned vocabulary related to gift ideas and participated in activities that enabled them to acquire the structures needed to express opinions.

Sample Stage 5 Unit of Work: Special Occasions œ A Birthday Party

Sample assessment for learning activity: Reading and Responding

They made plans for the party, which included sending invitations and organizing what to bring to the party. Now they respond to a friend's email with birthday gift suggestions. 5.UL.4 experiments with language patterns and structures in Spanish to convey information and express their own ideas.

References

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