| ASSESSMENT TASK 1: TEACHING PORTFOLIO |
Date due: 23.59, 02/05/2021 Weighting: 60%
Unit Outcomes assessed: ULO1, ULO2, ULO4, LO5, LO6
Graduate Capabilities assessed: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9
AITSL Standards assessed: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 3.6, 5.1
Task Description: This task requires you to profile a designated school and compile a teaching portfolio for your first week at the school. In the final section of the task you will draw on your school profile and relevant pedagogical literature to provide a justification for the design of your teaching portfolio.
Task Instructions:
Part A: School Profile (Length: 1,000 words)
You have been successful in gaining an appointment at Riverstone High School. You have been assigned Year 7, Year 8 & Year 10 classes in your first teaching subject. You are keen to impress in the first week and you complete the following task in preparation:
- Construct a school profile of Riverstone High School. The profile you prepare should help you plan your first week of teaching.
- The profile may include (but is not limited to):
- Graphs/ tables to describe the student population.
- School results that are publicly available.
- Pertinent information provided by the school on their website.
- A descriptive overview of the school and its community.
- A preliminary assessment of the learning needs of the Year 7, Year 8 & Year 10 classes you have been assigned (this assessment is based on the profile you construct).
Part B: Week 1 Teaching Portfolio (Length – as appropriate to guidelines below)
You have profiled your school and now feel equipped to plan out and prepare resources for your first week of teaching. You have a copy of your timetable and can see that you are preparing for the following:
- Year 7, Year 8, and, Year 10
- Lesson length: 60 minutes
- A mixture of morning, midday, and afternoon classes
- No double periods.
CONT. overpage
Your Teaching Portfolio will include:
- A descriptive selection of learning activities you feel are appropriate to your subject and classes assigned.
- A ready to use Scaffolded activity for ONE of your classes.
- A Lesson Plan for your first Year 8 class, in which you demonstrate your clear understanding of how to differentiate student learning.
- ALL lesson resources you need for your first Year 8 class. Lesson resources could include but are not limited to, Student Worksheets AND Teacher notes
- ONE example of an assessment for learning activity.
Part C: Justification (Length: 1,000 words)
- Drawing on your school profile, syllabus requirements AND relevant pedagogical literature provide a 1,000 word justification of your Teaching Portfolio.
- Provide an accurately formatted Reference List using APA style.
Submission Instructions:
- Begin a new page for each section of the task and ensure each section is clearly labelled (Part A, Part B, Part C).
- PART B – please organise Part B as follows:
- Descriptive selection of learning activities
- ONE Scaffolded activity for ONE class
- A Lesson Plan for your first Year 8 class
- All lesson resources needed for your first Year 8 lesson
- ONE example of an assessment for learning
- All Parts of this assessment task must be submitted in one document.
- Converting your file to pdf. will help maintain the document formatting.
CONT. overpage
Performance Standards
Your grade will be based on a holistic judgment of the total assignment against the performance-based standards outlined below. Please read these carefully.
| Performance Description Standards | Grade | University Grade Descriptions |
| Presents a detailed, coherent, logical, and extensively researched School Profile.Provides consistent evidence of integration and evaluation of critical ideas relevant to meeting the learning needs of students from the school profiled.Presents detailed student focused lesson plan, and a professional and engaging lesson resources appropriate to the subject area.Provides a succinct and sophisticated justification of the choice of resources, pedagogy, and lesson design that is clearly and consistently underpinned by pedagogical literature and the School Profile (generated in Part A of task).Provides an accurately formatted Reference List using APA style and writes within the word limit +/- 10%. | HD | Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. |
| Presents a coherent, logical, and thoroughly researched School Profile.Provides evidence of integration and evaluation of critical ideas relevant to meeting the learning, needs of students from the school profiled.Presents a student focused lesson plans and professional and mostly engaging lesson resources appropriate to the subject area.Provides a clear and thorough justification of the choice of resources, pedagogy, and lesson design that is underpinned by pedagogical literature and the School Profile (generated in Part A of task).Provides a formatted Reference List using APA style and writes within the word limit +/- 10%. | D | Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. |
| Presents a coherent and soundly researched School Profile.Provides some evidence of integration and evaluation of critical ideas relevant to meeting the learning needs of students from the school profiled.Presents a sound lesson plan, and some engaging lesson resources appropriate to the subject area.Provides justification of the choice of resources, pedagogy, and lesson design that is accompanied by pedagogical literature and references to the School Profile (generated in Part A of task).Provides a Reference List using APA style and writes within the word limit +/- 10%. | C | Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. |
| Presents a mostly coherent and adequately researched School Profile.Provides limited evidence of integration and/ or evaluation of critical ideas relevant to meeting the learning needs of students from the school profiled.Presents an adequate lesson plan and lesson resources relevant to the subject area.Provides some justification of the choice of resources, pedagogy, and lesson design that is accompanied by some references to pedagogical literature and the School Profile (generated in Part A of task).Provides a Reference List and may use APA style and writes within the word limit +/- 20%. | P | Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes. |
| Does not fulfill task requirements. | F | Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. |
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