View answer for EDPROFST 601 – Task 3

 

Assessment Task 3 Criteria         Weighting: 50%         Planning Assignment

Learning Outcomes 1 & 2

This is an exploratory planning assignment designed to assist you to explore how you could integrate mātauranga Māori (Māori knowledge) and Te Reo Māori (Māori language) into your planning. There are five parts to this assessment:

  1. Identify an appropriate Māori focused topic for teaching (10%)

Scope the breadth of your chosen theme/topic by researching a range of relevant resources (500 to 750 words).

For example: If your theme/topic is Te Ngahere (The Bush) you might include Māori mythology, values and practices concerning the bush; Māori medicinal practices and uses; Māori material culture from plant resources (waka building, carving, weaving and so on). From these initial ideas, you will consider the ways that you could develop your topic into interesting learning activities and experiences for your students.

  1. Identify a range of resources for your selected topic (2.5%), and write an abstract on three of the most relevant educational resources for teaching and learning (15%)

Provide a list of at least 10 resources for your topic. The list should include relevant and authoritative sources including primary source materials, school journals and school resources, educational websites (a maximum of 3 websites). Write an abstract on three of the most relevant resources you have identified. The three abstracts should each be 150- 250 words long.

  1. Write three demonstrable/assessable learning intentions for your chosen topic (5%)

What learning will be promoted in relation to this topic?

  1. Using ONE of your learning intentions, develop two connected learning activities (15%)

Using a template (which will be provided), develop two connected learning activities (approximately 20- 40 minutes for each learning activity). Identify the year group the activities are planned for and include appropriate Māori language and content that will be taught and/or incorporated in your activities.

  1. Attention to presentation, referencing, spelling, grammar and punctuation (2.5%)

Separate to your list of educational resources in part 2 (above), your assignment needs to be correctly referenced (APA is the preferred style) with a reference list provided at the end of your assignment. Te reo Māori spelling and grammar also needs to be correct.

Criteria for assessment

  • Identifies and provides a full scope of the theme/topic
  • Identifies a range of educational resources relevant to the topic
  • Provides a useful and accurate abstract for three selected educational resources
  • Articulates three demonstrable/assessable learning intentions directly related to topic
  • Fully develops two relevant learning activities related to the selected learning intention
  • Attention to presentation, referencing, spelling, grammar and punctuation

 

Criteria D range

Kaore i whiwhi

C range

Whiwhinga

B range

Kaiaka

A range

Kairangi

TOTAL
Topic/Theme

 

(10 marks)

Theme is not identified and/or a limited range of ideas are integrated. Māori knowledge and language are not incorporated in the theme. Theme is identified but is narrow in its scope. The incorporation of Māori knowledge and language is minimal in the theme. Theme is identified and integrates a range of ideas. Māori knowledge and language is incorporated in the theme Theme is identified and integrates a wide range of ideas. Māori knowledge and language is fully incorporated in the theme
  0-4.5 5-6 6.5-7.5 8-10  
Resources

 

(2.5 marks)

Resources are missing and/or are not relevant to the chosen theme. 10 resources from sources somewhat relevant to the theme are identified. 10 resources from a range of sources relevant to the theme are identified. 10 resources from a wide range of sources relevant to the theme are clearly identified. [A full reference list of all references used also must be provided at the end of the assignment]

 

 

  0-0.5 0.75-1 1.5-1.75 2-2.5  
Abstracts

 

(15 marks)

Abstracts are missing or incomplete. Somewhat clear and comprehensive abstracts that summarises three selected educational resources Provides clear and comprehensive abstracts that accurately summarises three selected educational resources Provides very clear, comprehensive abstracts that accurately summarises three selected educational resources
  0-7 7.5 – 9.5 10-11.5 12-15  
Learning Intentions

 

(5 marks)

Topic is not related to the theme and/or learning intentions are not related to the theme/topic and/or Learning intentions are missing. Identifies a topic and learning intentions related to the chosen theme. Identifies a topic (within the chosen theme) and articulates 3 learning intentions related to the theme and linked to Curriculum. Clearly identifies a topic (within the chosen theme), and clearly articulates three assessable learning intentions directly related to theme and linked to achievement objectives in the Curriculum.
  0-2.25 2.5-3 3.25-3.75 4-5  
Connected learning activities

 

(15 marks)

Learning activities may not be suitable to year level selected; may not contain Māori language modes; may· contain significant errors A description of learning activities through 3 learning phases.  The two learning activities developed are somewhat suitable for the year level selected and show some links to the selected learning intention. One Māori language mode included. Clear description of learning activities through 3 learning phases.  The two learning activities developed are mostly suitable for the year level selected and are linked to the selected learning intention. Two Māori language modes are included Very clear and coherent description of learning activities through 3 learning phases.  The two learning activities developed are suitable for the year level selected and show clear links to the selected learning intention. At least two Māori language curriculum language modes are included.
  0-7 7.5 – 9.5 10-11.5 12-15  
Spelling, punctuation, referencing, sentence structure, clarity of expression (2.5 marks)

 

Errors in spelling, grammar, punctuation throughout the assignment; no use of referencing; assignment is very difficult to read. Occasional errors in spelling, grammar, punctuation and or referencing; reading of assignment is slowed but not halted. One or two errors in spelling, grammar, punctuation and/or referencing; reading of assignment is uninterrupted. Assignment is free of spelling, grammar, punctuation and referencing errors.
  0-0.5 0.75-1 1.5-1.75 2-2.5  
TOTAL MARK /50