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pexels-kulbir-11079217
pexels-kulbir-11079217
Education – Unit of Work and Differentiation Plan
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Education – Unit of Work and Differentiation Plan
PART 1: This is for Year 11 STANDARD ENGLISH. The topic you will cover in the unit is COMMON MODULE - READING TO WRITE: TRANSITION TO SENIOR ENGLISH. Rationale: This is an authentic task which requires you to use syllabus documents to plan an entire unit of work for one topic in the curriculum. This builds on the skills developed in Assessment Task 1 and should reflect one of the topics from Assessment Task 1. You will demonstrate your ability to incorporate a range of learning and teaching strategies to support the diverse learning needs students. Task descriiption: You will plan an entire unit of work (minimum 20 lessons) using the template provided on BB or one approved by your tutor. You do not need to write 20 lesson plans, instead these will be lesson summaries. You must link specific learning outcomes to lesson objectives and success criteria. Teaching and learning strategies for lessons must be provided. Links to General Capabilities and Cross-curriculum priorities must be included. Attached in this is the 'Question, template and instructions for this'. If you wish to use another template from NESA, that is fine. PART 2: Length: 500-750 Words Rationale: The purpose of writing a comprehensive differentiation plan is to inform your unit of work will be differentiated in a heterogeneous classroom. Task descriiption: This is a piece of academic writing on differentiation and how it will be applied to your specific Year 11 Unit of Work in your First Teaching Area. It should make specific reference to the content, topic and outcomes of your unit of work and also be properly references where applicable. It should include differentiation strategies for Gifted & Talented, students with additional learning needs, Aboriginal and Torres Strait Islander students, students with English as an additional language or dialect, and varying learner levels in the classroom. The underlying assumption is that your class is a mixed-ability, co-educational inclusive class

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