Assessment 2: Programming a Unit of Work

Teaching and Learning program Marking Criteria

A. Scope and Sequence. Mark. /10 Criteria <5 5-6 7-8 9-10

Scope and Sequence

Fails to name the year and or the subject. Does not include all of the suggested headings. Headings are not in the listed order. The scope and sequence table is not placed after the title page.

Includes the year it will be used for and the subject name. Includes all of the suggested headings in the order listed after the title page.

Task Topic Does not cover every task topic included in the syllabus.

Covers some task topics included in the syllabus.

Covers most task topics included in the syllabus.

Covers every task topic included in the syllabus.

Task Type Includes some tasks. Repeats tasks. Or Incomplete tasks

Includes a appropriate task types. Repeats task type.

Includes a variety of appropriate task types. Repeats one task type once.

Includes a variety and range of highly appropriate task types. Does not repeat task types.

Task Due Dates

Task due dates are not evenly distributed across year 7-8

Some task due dates are evenly distributed across year 7-8

Most task due dates are evenly distributed across year 7-8

All task due dates are evenly distributed across year 7-8

Syllabus Outcomes

Does not cover every syllabus outcome in the subject once

Covers every syllabus outcome in the subject once

Task Weightings

Does not follow NESA’s rules or suggested weightings. Weightings are not evenly distributed. The weightings are not correct in more than one place.

Considers NESA’s rules and suggested weightings. Weightings are in places evenly distributed. The weightings are occasionally correct.

Follows most of NESA’s rules and suggested weightings. Weightings are almost evenly distributed across tasks. The weightings are almost numerically correct

Follows all of NESA’s rules and suggested weightings. Weightings are evenly distributed across tasks. The weightings are numerically correct

B. Programming. Mark /20

Criteria <8 9-11 12-14 15-17 18-20

Title Page

A title page includes very few of: stage 6, year 12, the syllabus name, the program topic, the term is it to be taught, and a weekly registration table that shows the date taught and teacher signature. Or no title page is included

A title page includes few of stage 6, year 12, the syllabus name, the program topic, the term is it to be taught, and a weekly registration table that shows the week and or the topic and or date taught and or a space for the teacher signature.

A title page includes some of stage 6, year 12, the syllabus name, the program topic, the term is it to be taught, and a weekly registration table that shows the week, the topic, date taught and a space for the teacher signature.

A title page includes most of stage 6, year 12, the syllabus name, the program topic, the term is it to be taught, and a weekly registration table that shows the week, the topic, date taught and teacher signature.

A title page includes all of stage 6, year 12, the syllabus name, the program topic, the term is it to be taught, and a weekly registration table that shows the week, the topic, the date taught and teacher signature.

Rationale

The rationale does not link to the syllabus rationale. Or It has no justification. Or the rationale has been omitted.

The Program Rationale mentions, on occasion, the syllabus rationale, and the program. The justification is stated.

The Program Rationale links, in part the syllabus rationale to the program. The justification is described.

The Program Rationale mostly links the syllabus rationale to the program. The justification is well written.

The Program Rationale links the syllabus rationale to the program. The justification is clear, and it is well written

Synopsis

Weeks are not nominated. The activity is either vague or too detailed. Not all assessable outcomes are covered in the synopsis.

Weeks and activity are nominated. A few outcomes are nominated in the synopsis

Weeks and activity are nominated. Some assessable outcomes are nominated and covered in the synopsis

Weeks are nominated, the activity is a topic heading. Most assessable outcomes are nominated and covered in the synopsis

All weeks are clearly nominated, the activity is a concise topic heading. All assessable outcomes are nominated and covered in the synopsis

Outcomes

The outcomes are not stated in numbers and words. Not all of the assessable outcomes are taught Not all their linked content (learn about and learn to) are taught.

The list of outcomes to be taught and assessed are stated in numbers and words. Parts of the assessable outcomes or Parts linked content (learn about and learn to) are taught.

The list of outcomes to be taught and assessed are stated in numbers and words. Some of assessable outcomes and some of their linked content (learn about and learn to) are taught in the program

The list of outcomes to be taught and assessed are stated in numbers and words. Most of assessable outcomes and most of their linked content (learn about and learn to) are taught in the program.

The list of outcomes to be taught and assessed are stated in numbers and words. All assessable outcomes and all their linked content (learn about and learn to) are taught in the program.

Program

Weekly timing is unclear. Outcome is not always linked to the correct content. Frequently outcomes & or some content are not included. The sequence is inappropriate. The breadth and depth are unsuitable. The resources need much further development. Assessment is not linked to outcomes. No obvious attempt to fit weeks to an A4 page

Outcome is suited & mostly linked to the content. Some outcomes & or some content is included. The sequence is appropriate in part. Suitable breadth or depth The resources are mostly extensive, mostly well referenced & mostly suited. The resources list needs work in terms of extensiveness, variety, referencing or suitability. Assessment rarely links to outcomes. Some weeks fit an A4 page

Outcome is suited & linked to the content. Many outcomes & or content are included. The sequence is mainly appropriate. The breadth and depth are suitable. The resources are mostly extensive, mostly well referenced & mostly suited. The informal assessment is occasionally linked to outcomes. Most weeks fits an A4 page

Outcome is suited & linked to the content. Most outcomes &or content are included. The sequence is mostly appropriate. The breadth and depth are suitable. The resources are mostly extensive, mostly well referenced & mostly suited. The informal assessment is clearly linked to outcomes. Most weeks fits an A4 page

Weekly timing is clear. Outcome is suitable & linked to the content. All outcomes and content are included. The sequence is highly appropriate. The breadth and depth are highly suitable. The resources are extensive, well referenced & suited. The informal assessment is closely linked to outcomes. Each week fits an A4 page with size 10 font

Colour Code

The program is not colour coded. Or it does not show multiple and appropriate use of e- resources, differentiation,& intellectual quality and or learning environment and or significance.

The program is colour coded showing the use of some of the following in places: e-resources, differentiation, and intellectual quality, learning environment and significance.

The program is colour coded showing the use of some of the following: e-resources, differentiation, and intellectual quality, learning environment and significance.

The program is colour coded showing the use of most of the following: e-resources, differentiation, and intellectual quality, learning environment and significance.

It is colour coded showing multiple and appropriate use of all the following: e-resources, differentiation, and intellectual quality, learning environment and significance.

Teacher evaluation

The teacher program evaluation is not included.

The teacher program evaluation is included but it is not quick and easy to complete AND there is nowhere to evaluate or add ideas.

The teacher program evaluation is quick and easy for teachers to complete but it allows for minimal evaluation and suggestions for improvement.

The teacher program evaluation is thorough, it allows for evaluation and suggestions for improvement, but it is not quick and easy for completion.

The teacher program evaluation is quick and easy for teachers to complete, and it allows for evaluation and suggestions for improvement.