EDX2170 English Curriculum and Pedagogy
Assignment one – Multimodal Project
Name:
Student Number:
Due date:
Tutor:
Australian Professional Standards for Teachers (2011) – Graduate standards demonstrated in this assignment:
Domains of teaching
Standard
Focus area
Graduate teacher descriptors
Professional Knowledge
Standard 2 – Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Content selection and organisation Organise content into an effective learning and teaching sequence
2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Professional Practice Standard 3 – Plan for and implement effective teaching and learning. 3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Use teaching strategies Include a range of teaching strategies.
3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Rationale
The creation of the Multimodal text
Phase Description Semiotic systems used(linguistic, visual, gestural, spatial, auditory)
The idea – where/how did your idea originate?
The script– consider the use of narration and dialogue where relevant
The storyboard(see below) – plan/draw images in sequence
Characters and setting – who/what is involved and what will they look like/do? Where will it take place?
Choosing the shots eg. use of close ups; mid-shots; wide-shots; perspective – looking up or down at image.
Sound – use of music, sound effects, dialogue, narration.
Special effects eg day/night
Audience – who is the audience of this text? How do you want the audience to respond? What have you done to capture the interest of this age/group?
Storyboard – sequence/plan of events for multimodal text
(Image)
(Image)
(Image)
Narration(digital story transcript):
Effects(spatial, visual design – eg.close up; wide angle; colour; B&W; sepia):
Audio(sound effects; music): Narration:
Effects:
Audio:
Narration:
Effects:
Audio:
(Image)
(Image)
(Image)
Narration:
Effects:
Audio:
Narration:
Effects:
Audio:
Narration:
Effects:
Audio:
(Image)
(Image)
(Image)
Narration:
Effects:
Audio:
Narration:
Effects:
Audio:
Narration:
Effects:
Audio:
(Image)
(Image)
(Image)
Narration:
Effects:
Audio:
Narration:
Effects:
Audio:
Narration:
Effects:
Audio:
(This is a suggested template for your storyboard – as long as you have included the above elements, select a template of your own to suit the purpose of the task.)
Digital Story Transcript – a copy of your complete transcript (narration) should be included here(240 words approx. – should not be 10% over or under this amount)
Hyperlinked URL(to provide marker access to your digital story)
Explicit Teaching Lesson Plan(3 pages maximum, including this page – penalties will apply for more than 3 pages)
Year level:
Australian Curriculum: English strand focus(Choose the sub-strand, one content description and one elaboration for each strand – copy and paste from curriculum documents):
Strand:Literature
Add Sub-strand,Content Description and Elaboration here
Strand: Language
Add Sub-strand,Content Description and Elaboration here
Strand:Literacy
Add Sub-strand,Content Description and Elaboration here
Explicit Teaching Focus:What is the explicit teaching of new learning that will occur from the picturebook (a brief description of the overall explicit focus that you want to achieve for this lesson from the chosen strands – in your own words – 50 words). Imagine you are explaining the explicit focus to the class so that the learning intent is clear at the start of the lesson.
In this lesson, we will be learning about …
Time allocation for lesson:
Resources required:
INTRODUCTION – introduction to the literature(situating the learning; review of prior knowledge; introducing the multimodal text as a stimulus for discussion; the first reading of the picturebook)
Content and strategies (sequence of learning)
(type this section of your lesson here – use dot point format )
ELABORATION – explicit teaching of languagerelated to the literature(This is the explicit teaching that is required for children to perform the task in the ‘practice’ phase of the lesson; linking prior knowledge with new learning; What is the ‘new learning’ that is derived from the text? Which content description from the ‘language’ strand will be the focus for this section?)
Content and strategies (sequence of learning)
(type this section of your lesson here – use dot point format)
PRACTICE– children demonstrate language knowledge acquired during the explicit teaching using literacy skills to create texts(Children demonstrate the literacy skills to do the task independently; application of the new learning)
Content and strategies (sequence of learning)
(type this section of your lesson here – use dot point format)
REVIEW – summary, review and reflection on new learning (oral/written); children articulate the new learning; what questions will you ask to inform ongoing monitoring and assessment of the new learning?
Strategies for reflection and review
References(include at least 5 references – references for the multimodal text should be included in the credits at the end of the movie)
Multimodal Project TOTAL: /40 Marker:
Marking Guide
CRITERIA HD
100-85 A
84-75 B
74-65 C
64-50 F
49-0%
Rationale and planning
Creativity, Novelty of approach
/20 Exemplary level of creativity, novelty of approach Excellent level of creativity, novelty of approach High level of creativity, novelty of approach Satisfactory level of creativity, novelty of approach Unsatisfactory level of creativity, novelty of approach
Rationale
Project choice is relevant to chosen year level and has considered reasons for choice of text, purpose, audience and focus for the task.Choices are informed by critical analysis of context for planning. A highly relevant and creative choice of project.
Demonstrates a highly insightful and in-depth analysis of context, supported by well-chosen references to support choices. A highly relevant choice of project.
Demonstrates an insightful and detailed analysis of context, supported by well-chosen references to support choices. A relevant choice of project.
Demonstrates good analysis of context, supported by references to support choices. Project choice is acceptably relevant.
Some analysis of context, with few relevant references to support choices. Project choice has little or no relevance.
Limited or no analysis of context, with no use of references to support choices.
Project choice represents innovation on current literacy practice, including consideration of the text design elements (linguistic, audio, visual, spatial, gestural).Storyboard –plan for sequencing of multimodal text Extremely high level of innovation including a very well planned and sequenced storyboard.
High level of innovation demonstrated including a well-planned and sequenced storyboard.
A reasonable level of innovation evident including evidence of a reasonable level of planning and sequencing in the storyboard.
Some innovation is demonstrated with some evidence of storyboarding.
Limited or no innovation demonstrated with no attempt at the storyboard.
Planning – Context-appropriate choice of pedagogy demonstrating understanding of:
1. The Australian Curriculum
2. The Explicit teaching framework
Extremely relevant and innovative choice of context appropriate pedagogy.
Highly relevant choice of context appropriate pedagogy.
Relevant choice of context appropriate pedagogy.
Some relevant choice of context appropriate pedagogy.
Pedagogy has little or no relevance to context and demonstrates little or no understanding of the pedagogical framework.
Referencing, spelling, punctuation and grammar Completely accurate referencing, spelling, punctuation and grammar. Accurate referencing, spelling, punctuation and grammar with very few (1-2) errors. Generally accurate referencing, spelling, punctuation and grammar with minor (3-4) errors. Satisfactory level of referencing, spelling, punctuation and grammar with some (5-6) errors. Low level of accuracy in referencing, spelling, punctuation and grammar.
Multimodal text
/20 Exemplary presentation of work (visual evidence) as multimodal text Excellent presentation of work (visual evidence) as multimodal text High presentation of work (visual evidence) as multimodal text Satisfactory presentation of work (visual evidence) as multimodal text Unsatisfactory presentation of work (visual evidence) as multimodal text
Project demonstrates practical implementation of new literacies and multi-modal texts. Demonstrates an in-depth understanding of new literacies and multi-modal texts. Demonstrates a substantial understanding of new literacies and multi-modal texts. Demonstrates a solid understanding of new literacies and multi-modal texts. Demonstrates a satisfactory understanding of new literacies and multi-modal texts. Understanding of new literacies and multi-modal texts not evident.
Mode of presentation
Mode of presentation is highly creative and entirely appropriate to project. Mode of presentation is very creative and very appropriate to project. Mode of presentation is quite creative and is appropriate to project. Mode of presentation has some creative elements and is somewhat appropriate to project. Mode of presentation lacks creativity and/or is not appropriate to project.
Polish/production quality
Extremely professional in polish and production quality. Highly professional in polish and production quality Professional in polish and production quality. Reasonable production quality. Poor production quality.
Presentation and organisation of project Project is presented in a flawlessly organised way and is very easy to follow. Project is presented in a highly organised way and is easy to follow. Project is presented in a well organised way and is reasonably easy to follow. Project is satisfactorily organised and is able to be followed. Project is poorly organised and is difficult to follow.
Referencing, spelling, punctuation and grammar Completely accurate referencing, spelling, punctuation and grammar. Accurate referencing, spelling, punctuation and grammar with very few (1-2) errors. Generally accurate referencing, spelling, punctuation and grammar with minor (3-4) errors. Satisfactory level of referencing, spelling, punctuation and grammar with some (5-6) errors. Low level of accuracy in referencing, spelling, punctuation and grammar.
