Reference no: EM133817567

Aboriginal & Culturally Responsive Pedagogies

This assignment is based on an indigenous site. You are required to create a lesson plan + assignment using the ideas from the site howerver you need to link it to the PDHPE australian curriculum.

Professional Assessment task

As a future teacher/educator, we recognise you will use AI in your teaching and having a deep understanding is vital.

Understanding and Learning: Reflection helps you to better understand how AI tools contributed to your work, allowing you to see the strengths and limitations of these technologies. This insight is crucial for your learning process and for improving your future assignments.

Ethical Considerations: Using AI responsibly is important. Reflecting on your AI use ensures you consider ethical implications, such as data privacy, bias, and academic integrity.

Skill Development: By reflecting, you develop critical thinking and analytical skills. You learn to evaluate AI's role and effectiveness in your work, which is a valuable skill in today's technology-driven world. Get Homework Help Now!

Personal Growth: Reflection encourages self-awareness and personal growth. It allows you to assess your own understanding and application of AI, helping you identify areas for improvement and growth.

Transparency: Reflection provides transparency in your work process. It shows how AI tools were used and the impact they had on your assignment, which is important for academic honesty and integrity.

In summary, reflecting on your AI use helps you to learn, grow, and ensure that you are using technology responsibly, effectively and with integrity.

Reflect on Your Assignment:

Content and Understanding: Have I met the learning objectives and demonstrated a deep understanding of the topic?
Structure and Clarity: Is my assignment well-organised, clear, and properly formatted?
Critical and Ethical Use of AI: Have I used AI tools responsibly, ensuring my work is original and ethically sound?
Self-Assessment: Have I checked my work against the rubric and incorporated any feedback?
Academic Integrity: Have I run a plagiarism check and properly cited all sources?
Final Review: Have I proofread my assignment and kept a copy of the original work?

Justification and Reflection
Provide reasons for using AI tools and how they contributed to your work.

How well did you understand the assignment? Did you need AI to start your work?

How did you critically analyse any AI content you used to ensure its relevance and accuracy?

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Number of Questions: Prepare approx.5 questions specific to your site. Ensure each question is thoughtfully crafted to elicit critical thinking and understanding of the subject matter.

Weighting: Assign appropriate weightings to each question, ensuring the total does not exceed 25%. For example:
Question 1: 1%
Question 2: 2%
Question 3: 2%
Question 4: 5%
Question 5: 10%

Marking Criteria: Develop clear marking criteria for each question. Use statements from past HSC exam papers to frame your criteria, ensuring a teacher's voice is present. This will help establish expectations and provide transparency in grading.
Example Marking Criteria:

Question 1:
0-2: Minimal understanding of the concept.
3-4: Some understanding with limited analysis.
5: Comprehensive understanding with strong analysis.
Total Assessment Weighting: Ensure that the combined total of the questions reflects the overall assessment weighting of 25%.

Lesson Plan Development
Lesson Timing: Decide whether your lesson plan will occur as a pre-lesson, at the site, or post-site lesson.
Objectives: Clearly outline the learning objectives for the lesson. What do you want students to achieve before or after engaging with the site? Which of the 8 ways symbols start your lesson based on your knowledge about the drum model and earlier tutorials.
Activities: Plan activities that will prepare students for the assessment, such as:
Pre-Lesson: Introduce key concepts and provide background on the site. perhaps introduce the booklet and a sample question that is different but linked to the learning that will occur at the site. This is a land link perhaps at the site but then becomes a non-linear link in the lesson plan.

At-Site: Engage students in activities that relate to the assessment items, such as observation, drawing, sound recordings or discussion. The booklet can allow you to cater to multiple ways to assess. In science and geography you may want students to draw and label plants/animals (non-verbal- 8 ways).

Post-Site: Reflect on the visit and connect experiences to the assessment questions. Make sure if the lesson is post-site that students are able to review and improve their responses based on classroom narratives you as the teacher may provide. This may be useful in developing high expectations of the writing/drawing tasks given observations and gaps you as the teacher noted on the visit. In English think about the chapter by Rogers (2019) on Photoyarn could your site perhaps incorporate creative writing, our wellbeing cards from the site visit and creative writing as part of an English assessment task?
Assessment Preparation: Include time for students to review the assessment questions and discuss any queries they may have.

Reflecting on the visit and connecting students' experiences to the assessment questions is crucial for deepening their understanding and improving their responses. Here's a structured approach for a post-site lesson that emphasises reflection, feedback, and the revision of their work:

Post-Site Lesson Plan
Objectives
To allow students to reflect on their experiences at the site.
To connect their observations to the assessment questions.
To provide feedback and support for improving their written and drawing tasks.
Lesson Outline (based on Berry Island- based on a 67-minute lesson)

Introduction (5 minutes)
Begin with a brief recap of the visit, highlighting key experiences and observations.
Encourage students to share their thoughts and feelings about the site, fostering a collaborative atmosphere.

Group Reflection (10 minutes)
Divide students into small groups to discuss their observations during the site visit. Prompt them with questions such as:
What stood out to you the most?
How did your understanding of the Cammeraygul people's culture change?
Which aspects of the site connected to the assessment questions?
Ask each group to summarise their discussions and share key points with the class.

Connecting Experiences to Assessment Questions (10 minutes)
Present the assessment questions on the board. For each question, guide a discussion on how their observations relate to the queries.
Use prompts to facilitate connections, such as:
"Based on what you saw, how would you describe the significance of the site?"
"What stories did you hear that reflect the cultural practices of the Cammeraygul people?"

Feedback and Improvement Session (20 minutes)
Distribute students' initial responses or have them access their drafts from the assessment questions.
Provide specific feedback based on classroom narratives and observations you noted during the visit. Highlight areas of strength and identify gaps.
Encourage students to revise their responses, incorporating insights gained from the group discussions and your feedback.

Writing and Drawing Tasks (15 minutes)
Allow time for students to improve their written responses or enhance their drawing tasks based on their reflections and your guidance.
Emphasise high expectations for quality, clarity, and depth in their work.

Conclusion (7 minutes)
Invite a few students to share their revised responses or drawings with the class.
Conclude with a discussion on the importance of reflection in learning and the value of connecting experiences to academic tasks. Reflect on the importance of storytelling in preserving the history of the site.

Background to the site:You need to develop a connection to country for the students here about the Aboriginal site and what it has to offer in terms of learning which is lined to their syllabus.

Task Description

Advice: Protocols and establishing Local Aboriginal Community Connections

Assessment Scaffold
Personal labelled images/resources from your Aboriginal site visit to support student learning.Your answer to the question will be assessed on how well you:
demonstrate knowledge and understanding relevant to the question
apply course concepts and language appropriate to the Depth Study
analyse relationships within and between social and cultural groups
present a sustained, logical and cohesive response

Marking Guidelines
Presents a clear, coherent and well-structured Mini Research Project that demonstrates highly effective communication, incorporating accurate and appropriate language and, where applicable, graphic forms.
Demonstrates thorough and sustained synthesis of relevant ideas, issues and information relating personal experience and public knowledge about socialisation in the micro, marco and meso worlds
Effectively applies social and cultural research methods to the Mini Research Project
Makes informed judgements on the usefulness, validity and bias of information that contributed to the Mini Research Project
Effectively applies and integrates social and cultural terms and concepts throughout the Mini
Research Project
Comprehensively addresses intergenerational perspectives in the Mini Research Project

Writing an Assessment item - APST standard 5
Try to work on your understanding of marking guidelines and assessment a little more. This will require you to visit the NESA and NSW DET sites. In reading this material (there is a lot of it), look also at the many assessment sample links etc. You may only really understand assessment when you have really spent about a week trolling around these sites. A curriculum unit only gives you a snapshot of the PL you will need to explore on your own to get this correct.

In this unit consider the following as examples of how better approaches to the Root and Stem can be implemented by you. View the support video- vUWS again. You should also have some additional information about this in your curriculum units but the best PL possible is to get to be an HSC marker into the future - apply for this every year (until you do get marking) so you learn more about the hidden curriculum and what gets the best marks in your subject areas - including those who have major work components. Finally, DO it Now ! read all your websites regularly (Emails are a must so to DET and CEO) and join the NESA email because if you are a solo teacher in a school in your curriculum area you are the one responsible for knowing about updates/ changes and syllabus reforms.