CQUniversity Unit Profile.

This task requires you to apply core concepts of the unit to develop a Portfolio of Teaching and Learning materials based around a unit of work in one of your Learning Areas for a Middle Years class. The Portfolio will demonstrate your ability to interpret and implement curriculum frameworks to design effective pedagogies in your selected Learning Area, using a school context and a detailed class profile of a Middle Years class.

Part A will be used to build the skills and knowledge required for you to complete the finalised unit overview and lesson plan (AT1 Part B) and to provide opportunities for you to receive feedback as you start to build and develop your ideas. 

The following components are to be completed on the ‘Assessment Task 1 - Unit of Work Overview and Lesson Plan Template’. The Part A task components include:

• Unit Overview
• Context and Cohort Considerations
• Assessment (Summative)
• Achievement Standard
• Content Descriptions
• General Capabilities (Literacy and Numeracy)
• Learning Intentions and Success Criteria (Week 1& 2 only)
• Sequence of Key Teaching and Learning Experiences including formative assessment (Week 1 & 2 only)
   

Please note the following requirements of the Unit Overview:

• Unit planning must use the Australian Curriculum Version 9 and focus on Years 7, 8 or 9.
• You will be planning the teaching and learning for a unit of work that is 4-5 weeks in duration (equivalent to 10-15 lessons in total).
• If your teaching area typically delivers longer units of work, your planning will focus on the first or last 4-5 weeks of the unit of work encompassing the period of learning before and leading up to a significant formative or summative assessment task.
• You are to assume that all lessons are timetabled for 70 minutes. 

1.   Knowledge and understanding of curriculum frameworks relevant to your Learning Area at a lower secondary school level including:

• Compliance with legislative, administration and organisational requirements;
• Content selection and organisation;
• Planning and sequencing content and tasks so that they become increasingly challenging and incorporate spacing and retrieval practice.

2.   Knowledge and understanding of how to interpret and manipulate teaching strategies relevant to your Learning Area at a lower secondary school level including:

• Use of appropriate teaching strategies;
• Literacy and Numeracy strategies.

3.   Knowledge and understanding of assessment strategies both formative and summative relevant to your Learning Area at a lower secondary school level.

AI Assessment Scale: Level 3

You may use AI to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.

By submitting this assessment, you confirm that any Generative AI use as specified in this task, that you have reviewed the output, and that the submitted work reflects your own understanding, knowledge and intended meaning. 

Please note: The 72-Hour grace period applies to AT1.

If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.

This task requires you to apply core concepts of the unit to develop a Portfolio of Teaching and Learning materials based around a unit of work in one of your Learning Areas for a Middle Years class. The Portfolio will demonstrate your ability to interpret and implement curriculum frameworks to design effective pedagogies in your selected Learning Area, using a school context and a detailed class profile of a Middle Years class.

Part B task components will reflect the key understandings explored in Moodle materials and the work you have already done in Part A of the assessment task. This section of the task requires you to:

• Develop a 4 – 5 week unit overview (continue from Part A); 
• Design one detailed lesson plan from this unit;
• Provide a justification of your planning choices. 

Unit Overview

The following components are to be completed on the ‘Assessment Task 1 - Unit of Work Overview and Lesson Plan Template’ found in the AT 1 Resources section of the Assessment Information and Resources tile within Moodle. The Part B task components include:

• Unit Overview
• Context and Cohort Considerations
• Assessment (Summative)
• Achievement Standard
• Content Descriptions
• General Capabilities (Literacy and Numeracy)
• Learning Intentions and Success Criteria 
• Sequence of Key Teaching and Learning Experiences including formative assessment
  Adjustments (Differentiation)
• Resources
   

Please note the following requirements of the Unit Overview:

• Unit planning must use the Australian Curriculum Version 9 and focus on Years 7, 8 or 9.
• You will be planning the teaching and learning for a unit of work that is 4-5 weeks in duration (equivalent to 10-15 lessons in total).
• If your teaching area typically delivers longer units of work, your planning will focus on the first or last 4-5 weeks of the unit of work encompassing the period of learning before and leading up to a significant formative or summative assessment task.
• You are to assume that all lessons are timetabled for 70 minutes. 
   

Lesson Plan

A detailed lesson plan that is drawn from your unit of work will be used to demonstrate your understanding of differentiated teaching strategies and resources suitable for the needs of Middle Years learners focussed on Literacy or Numeracy in your Learning Area. The lesson plan is to be completed on the ‘Assessment Task 1 - Unit of Work Overview and Lesson Plan Template’. The Lesson Plan must demonstrate:

• The development of Learning Area-specific literacy or numeracy skills specific to the unit of work;
• An understanding of differentiation for diverse learners through teaching strategies and the use of resources.
  • You will create and submit (as Appendix A) all of the resources (or links to) referred to in this lesson plan that will be used to support student engagement (focused on literacy or numeracy), demonstrating how resources can be differentiated for different students' needs.

Justification (1600 words)

Write a justification of your planning process that will include:

• Specific examples that are drawn from your planning of the unit overview, detailed lesson plan and resources (e.g. In Week 3, Lesson 4, students …)
• References to literature and the appropriate curriculum to support your planning decisions.
   

Your Justification will address the following areas:

• Middle Years / School Context: a statement about the contextual elements that influenced your planning for teaching. (approx. 400 words):
  • Justify why this unit of work is relevant to 21st century Middle Years learners; 
  • Explain how your knowledge of the particular cohort of learners (include a detailed profile as an Appendix B) and the particular school context influenced the design of the unit.
• Unit Planning: a justification of the planning elements that informed the unit design. (approx. 600 words):
  • Explain how this unit is informed by the intent of the curriculum in your chosen teaching area;
  • Discuss the selection, organisation and sequencing of content in your unit;
  • Explain how resources have been selected and utilised to support differentiated teaching and learning in this unit.
• Lesson Planning: justify how your lesson plan represents Learning Area-specific literacy or numeracy planning and differentiation to promote learning. (approx. 600 words)
  • Explain the purpose of this lesson in the overall unit of work and justify how the approach to pedagogy and learning activities contributes to developing students' Learning Area-specific literacy or numeracy skills.
  • Using examples from the lesson plan and the associated resources, explain how you have considered the diverse needs of learners that are indicated in your cohort profile.
  • Explain how you have planned and sequenced content to show how learning can become increasingly challenging and incorporate spacing and retrieval practice.

1.   Knowledge, understanding and justification of curriculum frameworks relevant to your Learning Area at a lower secondary school level including:

• Compliance with legislative, administration and organisational requirements;
• Content selection and organisation;
• Planning and sequencing content and tasks so that they become increasingly challenging and incorporate spacing and retrieval practice.

2.   Knowledge, understanding and justification of teaching and learning resources relevant to your Learning Area at a lower secondary school level including:

• Selection and use of resources.

3.   Knowledge, understanding and justification of how to interpret and manipulate teaching strategies relevant to your Learning Area at a lower secondary school level including:

• Use of appropriate teaching strategies;
• Literacy and Numeracy strategies.

4.   Knowledge, understanding and justification of how to design pedagogies appropriate for the implementation of your relevant curriculum framework including:

• Differentiated teaching to meet the specific learning needs of all students;

5.   Knowledge and understanding of assessment strategies both formative and summative relevant to your Learning Area at a lower secondary school level.

6.   Effective written communication skills utilised in presentation of work including:

• Critical evaluation of key concepts and theories through connections between scholarly references and students’ work.

Word Count

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.  Word count for this assignment: 1600 words (Justification only).

AI Assessment Scale: Level 3

You may use AI to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.

By submitting this assessment, you confirm that any Generative AI use as specified in this task, that you have reviewed the output, and that the submitted work reflects your own understanding, knowledge and intended meaning. 

Please note: The 72-Hour grace period applies to AT1. 

If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.

This task requires you to apply core concepts of the unit to develop a Portfolio of Teaching and Learning materials based around a unit of work in one of your Learning Areas for a Middle Years class. The Portfolio will demonstrate your ability to interpret and implement curriculum frameworks to design effective pedagogies in your selected Learning Area, using a school context and a detailed class profile of a Middle Years class.

Part A will be used to build the skills and knowledge required for you to complete the finalised unit overview and lesson plan (AT1 Part B) and to provide opportunities for you to receive feedback as you start to build and develop your ideas. 

The following components are to be completed on the ‘Assessment Task 1 - Unit of Work Overview and Lesson Plan Template’. The Part A task components include:

• Unit Overview
• Context and Cohort Considerations
• Assessment (Summative)
• Achievement Standard
• Content Descriptions
• General Capabilities (Literacy and Numeracy)
• Learning Intentions and Success Criteria (Week 1& 2 only)
• Sequence of Key Teaching and Learning Experiences including formative assessment (Week 1 & 2 only)
   

Please note the following requirements of the Unit Overview:

• Unit planning must use the Australian Curriculum Version 9 and focus on Years 7, 8 or 9.
• You will be planning the teaching and learning for a unit of work that is 4-5 weeks in duration (equivalent to 10-15 lessons in total).
• If your teaching area typically delivers longer units of work, your planning will focus on the first or last 4-5 weeks of the unit of work encompassing the period of learning before and leading up to a significant formative or summative assessment task.
• You are to assume that all lessons are timetabled for 70 minutes. 

1.   Knowledge and understanding of curriculum frameworks relevant to your Learning Area at a lower secondary school level including:

• Compliance with legislative, administration and organisational requirements;
• Content selection and organisation;
• Planning and sequencing content and tasks so that they become increasingly challenging and incorporate spacing and retrieval practice.

2.   Knowledge and understanding of how to interpret and manipulate teaching strategies relevant to your Learning Area at a lower secondary school level including:

• Use of appropriate teaching strategies;
• Literacy and Numeracy strategies.

3.   Knowledge and understanding of assessment strategies both formative and summative relevant to your Learning Area at a lower secondary school level.

AI Assessment Scale: Level 3

You may use AI to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.

By submitting this assessment, you confirm that any Generative AI use as specified in this task, that you have reviewed the output, and that the submitted work reflects your own understanding, knowledge and intended meaning. 

Please note: The 72-Hour grace period applies to AT2. 

If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.

This task requires you to apply core concepts of the unit to develop a Portfolio of Teaching and Learning materials based around a unit of work in one of your Learning Areas for a Middle Years class. The Portfolio will demonstrate your ability to interpret and implement curriculum frameworks to design effective pedagogies in your selected Learning Area, using a school context and a detailed class profile of a Middle Years class.

Part B task components will reflect the key understandings explored in Moodle materials and the work you have already done in Part A of the assessment task. This section of the task requires you to:

• Develop a 4 – 5 week unit overview (continue from Part A);
• Design one detailed lesson plan from this unit;
• Provide a justification of your planning choices. 

Unit Overview

The following components are to be completed on the ‘Assessment Task 1 - Unit of Work Overview and Lesson Plan Template’ found in the AT 1 Resources section of the Assessment Information and Resources tile within Moodle. The Part B task components include:

• Unit Overview
• Context and Cohort Considerations
• Assessment (Summative)
• Achievement Standard
• Content Descriptions
• General Capabilities (Literacy and Numeracy)
• Learning Intentions and Success Criteria
• Sequence of Key Teaching and Learning Experiences including formative assessment 
  Adjustments (Differentiation)
• Resources
   

Please note the following requirements of the Unit Overview:

• Unit planning must use the Australian Curriculum Version 9 and focus on Years 7, 8 or 9.
• You will be planning the teaching and learning for a unit of work that is 4-5 weeks in duration (equivalent to 10-15 lessons in total).
• If your teaching area typically delivers longer units of work, your planning will focus on the first or last 4-5 weeks of the unit of work encompassing the period of learning before and leading up to a significant formative or summative assessment task.
• You are to assume that all lessons are timetabled for 70 minutes. 
   

Lesson Plan

A detailed lesson plan that is drawn from your unit of work will be used to demonstrate your understanding of differentiated teaching strategies and resources suitable for the needs of Middle Years learners focussed on Literacy or Numeracy in your Learning Area. The lesson plan is to be completed on the ‘Assessment Task 1 - Unit of Work Overview and Lesson Plan Template’. The Lesson Plan must demonstrate:

• The development of Learning Area-specific literacy or numeracy skills specific to the unit of work;
• An understanding of differentiation for diverse learners through teaching strategies and the use of resources.
  • You will create and submit (as Appendix A) all of the resources (or links to) referred to in this lesson plan that will be used to support student engagement (focused on literacy or numeracy), demonstrating how resources can be differentiated for different students' needs.

Justification (1600 words)

Write a justification of your planning process that will include:

• Specific examples that are drawn from your planning of the unit overview, detailed lesson plan and resources (e.g. In Week 3, Lesson 4, students …)
• References to literature and the appropriate curriculum to support your planning decisions.
   

Your Justification will address the following areas:

• Middle Years / School Context: a statement about the contextual elements that influenced your planning for teaching. (approx. 400 words):
  • Justify why this unit of work is relevant to 21st century Middle Years learners; 
  • Explain how your knowledge of the particular cohort of learners (include a detailed profile as an Appendix B) and the particular school context influenced the design of the unit.
• Unit Planning: a justification of the planning elements that informed the unit design. (approx. 600 words):
  • Explain how this unit is informed by the intent of the curriculum in your chosen teaching area
  • Discuss the selection, organisation and sequencing of content in your unit;
  • Explain how formative assessment strategies to assess students' development of the knowledge and skills needed to demonstrate their learning in the final summative assessment task have been incorporated in the unit.
• Lesson Planning: justify how your lesson plan represents Learning Area-specific literacy or numeracy planning and formative assessment to promote learning. (approx. 600 words)
  • Explain the purpose of this lesson in the overall unit of work and justify how the approach to pedagogy and learning activities contributes to developing students' Learning Area-specific literacy or numeracy skills.
  • Discuss how the focus on literacy or numeracy in the lesson plan assists students to prepare for the unit’s summative assessment task and how the teacher will check for understanding of the subject-specific literacy or numeracy skills in this lesson.
  • Explain how you have planned and sequenced content to show how learning can become increasingly challenging and incorporate spacing and retrieval practice.

1.   Knowledge, understanding and justification of curriculum frameworks relevant to your Learning Area at a lower secondary school level including:

• Compliance with legislative, administration and organisational requirements;
• Content selection and organisation;
• Planning and sequencing content and tasks so that they become increasingly challenging and incorporate spacing and retrieval practice.

2.   Knowledge, understanding and justification of teaching and learning resources relevant to your Learning Area at a lower secondary school level including:

• Selection and use of resources.

3.   Knowledge, understanding and justification of how to interpret and manipulate teaching strategies relevant to your Learning Area at a lower secondary school level including:

• Use of appropriate teaching strategies;
• Literacy and Numeracy strategies.

4.   Knowledge and understanding of how to design pedagogies appropriate for the implementation of your relevant curriculum framework including:

• Differentiated teaching to meet the specific learning needs of all students;

5.   Knowledge and understanding and justification of assessment strategies both formative and summative relevant to your Learning Area at a lower secondary school level.

6.   Effective written communication skills utilised in presentation of work including:

• Critical evaluation of key concepts and theories through connections between scholarly references and students’ work.

Word Count

The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.  Word count for this assignment: 1600 words (Justification only).

AI Assessment Scale: Level 3

You may use AI to assist with specific tasks such as drafting text, refining, and evaluating your work. You must critically evaluate and modify any AI-generated content. Any misuse or lack of disclosure regarding AI tools will be considered a breach of academic integrity.

By submitting this assessment, you confirm that any Generative AI use as specified in this task, that you have reviewed the output, and that the submitted work reflects your own understanding, knowledge and intended meaning. 

Please note: The 72-Hour grace period applies to AT2.

If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.