Assignment+2

Assignment 2: Planning an inquiry sequence and writing an explanatory report Due date: 24 October 2011 Weight: 65% Length: 2500 words (notional length) Learning Outcomes of EDSS 223 being assessed: 2, 3, 4. UNE Graduate Attributes being addressed: 1, 2, 6. NSW IT Standards being addressed: 1.1.1, 1.1.2, 1.1.3, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.1.6, 3.1.7, 3.1.8, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 6.1.5, 6.1.8.
 * Save your final file in pdf format before uploading**

Task overview
This assignment enables you to apply knowledge you have gained in other units in your degree program. It will enable you to consider the range of students to be catered for including talented students, the use of inductive inquiry and questioning techniques to develop thinking, and the influence of the school environment on what you can do in HSIE. The components of this assignment would be appropriate inclusions in your portfolio. This planned inquiry sequence will help you to demonstrate Professional Teaching Standards: Element 1 //Teachers know their subject content and how to teach that content to their students;// Element 3 //Teachers plan, assess, and report for effective learning;// Element 4 //Teachers communicate effectively with their students; and// Element 6 //Teachers continually improve their professional knowledge and practice.// This assignment requires you to design a cognitive inquiry sequence. For setting out your inquiry sequence and assessment record use the model template pdf link.

Task description
[|Assignment 2] requires you to plan a cognitive inquiry sequence and assessment record that is consistent with the primary HSIE/SOSE syllabus currently in use in your state. Your sequence must aim to teach an aspect of //history//. You will need to locate the relevant outcomes, strands and content suggestions from your current HSIE/SOSE syllabus.

Part 1: Planning a cognitive inquiry sequence
Recall a primary school class with which you are familiar, and for that class plan a sequence outline that includes the syllabus context: stage or class for whom the sequence is planned, conceptual strand/s, general outcomes and indicators being addressed by the sequence. Plan a HSIE/SOSE //inquiry sequence// based on a question that investigates an aspect of history using the IGASAR inquiry model introduced to you in EDSS 223. This model is outlined in Topic 4. We suggest for this assignment that you prepare a //simple, single cycle// inquiry sequence. Your //sequence plan// must have the following features:
 * A brief description of where this sequence would fit within the ‘big picture’ of a unit of work. This is a necessary consideration to be made before planning commences, as it allows for consideration of prior learning that needs to take place before a sequence is taught and what learning may follow;
 * a statement of intent that outlines briefly what you intend the sequence to achieve;
 * a syllabus outcome from your current state HSIE/SOSE syllabus and a list of relevant indicators (made relevant to the sequence content) that will be addressed in your sequence based on an aspect of history;
 * a sequence inquiry question as the heading for the sequence;
 * a set of clearly stated specific outcomes focusing on HSIE/SOSE knowledge and understanding (concepts and generalisations), practical and social skills and relevant values objectives;
 * a content sample and a list of actual information resources to be used in the sequence;
 * provision for the integration of other KLAs where appropriate;
 * the six stages of the IGASAR inquiry model;
 * clear links between stages of the sequence through sequentially related activities requiring active student involvement and progressively higher level thinking;
 * the use of information resources by students to gather data that can be processed to answer the sequence inquiry question;
 * teacher-led questioning to stimulate the students' thinking;
 * provision for assessment of the specific outcomes;
 * provision of a template for recording student achievement;
 * provision for evaluating the implementation of this sequence; and
 * use in //landscape orientation// as in **model template**.

Part 2: Explanatory report (500 words)
(i) Explain and justify the use of your resource and the activities you have planned at each stage of the IGASAR inquiry sequence. In your justification consider and make comment about the following: (ii) Compare your current state’s syllabus and the draft Australian Curriculum in History in regards to the history topic that you have based your inquiry sequence on. Comment on the following:
 * What factors were important to you in designing these activities?
 * Do these activities allow you to meet the theoretical purposes intended for each stage?
 * Does the topic you have selected appear in the draft Australian History curriculum?
 * Could you use the sequence you have planned to teach the Australian curriculum in history? Outline any changes you might have to make.

Submit these items via online submission

 * a sequence plan structured according to the IGASAR model;
 * an assessment record that corresponds to the outcomes and activities of your sequence;
 * an indication of how you will evaluate this sequence; and
 * a report (500 words) explaining and justifying your inquiry planning and where this learning fits in regards to the draft Australian History curriculum.
 * **Save your final file in pdf format before uploading**
 * This assignment will be evaluated against these marking criteria.**

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 * Available from: || Monday, 3 October 2011, 11:59 AM ||
 * Due date: || Monday, 24 October 2011, 11:59 AM ||
 * The following file types are allowed: || .pdf ||