Hi !This assessment is specifically for Secondary Teaching. I am seeking for a professional writer, who can write to meet University standard - Masters.Can you please send me the quotation?
Subject: MASTER OF TEACHING (SECONDARY) Assignment: LITERATURE REVIEW
Weight: (50%) Required 750 words
In this assessment task, you will be required to investigate pedagogical practices used to effectively teach students within a Victorian 7-10 classroom (NOTE: not in overall Australia, but particularly in VICTORIA) and examine the value and potential of various instructional strategies available to teach your specialisations (NOTE: your major specialization is ECONOMICS AND BUSINESS and minor specialization is the HUMANITIES); while reflecting on your own teaching practice as you lead into Junior Secondary.
(NOTE: to understand Victorian Curriculum, refer to http://victoriancurriculum.vcaa.vic.edu.au
to understand Victorian Currculum particularly for Economics and Business, go to CURRICULUM, and under the HUMANITIES, click ECONOMICS AND BUSINESS, and then check Curriculum tab.
to understand Victorian Currculum for the Humanities, go to CURRICULUM, and click the HUMANITIES, and then check Curriculum tab.
P.S. In Victorian schools, ECONOMICS AND BUSINESS come under the category of the HUMANITIES. Having said that, these are different subjects. So, this assessment should focus on specialisation 1: ECONOMICS AND BUSINESS
specialization 2: the HUMANITIES (as in overall- includes CIVICS AND CITIZENSHIP, GEOGRAPHY, HISTORY and ECONOMICS AND BUSINESS)
You must include these important features in your report:
1) A short introduction which clearly sets out the context and rationale of your investigation (approx. 150 words)
This includes a brief summary regarding your understandings of adolescent learners and how those ideas connect to your area of specialisations (NOTE: your major specialization is ECONIMICS AND BUSINESS and minor specialization is the HUMANITIES).
2) A review of pedagogy and curriculum literature regarding your specialisation (approx. 400 words)
Read about pedagogy and curriculum and other research resources (NOTE: you can refer to https://www.acer.org/au/publications-and-resources to find research resources); discuss the ways pedagogy and curriculum are planned for and experienced in your Specialisations (NOTE: your major specialization is BUSINESS MANAGEMENT and minor specialization is the HUMANITIES) in a Victorian 7-10 classroom.
Explain what the challenges and the ways of engaging students through a variety of pedagogies are, which cater to your Specialisations (NOTE: your major specialization is BUSINESS MANAGEMENT and minor specialization is the HUMANITIES), considering AITSL standards 1.5, 2.1, 4.1. (NOTE: refer to https://www.aitsl.edu.au/teach/standards#! )
3) Conclusion (approx. 200 words)
Summarise your understandings of how you will cater for engagement, inclusion and differentiation in your 7-10 classroom, by reflecting on your weaknesses and strengths in the areas you have discussed in your report.
You will need to connect your synthesis and application of pedagogy and curriculum in your specialisation to the key approaches and strategies that you believe to best cater for this to occur and where you need to work on during your teaching practice this year to work towards achieving those outcomes (NOTE: refer to AITSL standards where possible).
4) References
Include a minimum of 5 academic references (NOTE: AITSL standards and other government documents, text books are not counted as reference)
Insert in-text citation as well as end reference
Harvard reference required
Include Appendix
To achieve a High Distinction for this assessment you will have:
? discussed pedagogy and curriculum using various stimuli to do so including tutorial activities, peer discussions, subject specialist interviews, teaching experiences and lesson observations as appropriate to your situation. You have made new connections and/or gone beyond the obvious, the easy and/or the familiar. Your selections have included instructional strategies suitable for consolidating and enhancing your own learning in relation to teaching 7-10 curriculum, as well as that of future students.
? demonstrated development and/or application of critical thinking, comparing, questioning and linking instructional strategies and approaches discussed in tutorials as appropriate. You have evaluated the usefulness and quality of a range of instructional strategies and activities for teaching 7-10 curriculum and not simply described them.
? You have supported each statement with appropriate academic references and accurately referenced using Harvard protocols.
? reflected on, evaluated and shared your teaching skills, knowledge, memories and experiences with a view to developing your professional learning and development in the teaching of 7-10 curriculum. You have considered the potential of specific everyday experiences, interests, peer interactions and the physical/social environment to generate effective, imaginative and varied learning and teaching 7-10 curriculum.
Assessment Task 1: Literature Review (50%)
Criterion Very High High Medium Low Very Low Not Shown (0)
Evaluation of instructional strategies
Thorough and accurate explanation of instructional strategies by identifying and providing detailed explanation of thinking around connections between policy and practices within year 7-10 teaching and learning.
Comprehensive and insightful discussion and analysis of the usefulness and quality of each instructional strategy across the specialisation. Complex analysis of challenges of each instructional strategy and discussion of how to overcome each challenge. (8-7) Detailed and clear explanation of each instructional strategy by explanting thinking around the connections between policy and practices within year 7-10 teaching and learning.
Detailed discussion and analysis of the usefulness and quality of each instructional strategy across the specialisation. Well-developed analysis of challenges of each instructional strategy and discussion of how to overcome each challenge. (6-5) General explanation of each instructional strategy. Clear discussion and analysis of the usefulness and quality of each instructional strategy across the specialisation. Discussion and some analysis of possible challenges of each instructional strategy. (4-3)
Some explanation of each instructional strategy. Some discussion and analysis of the usefulness and quality of each instructional strategy across the specialisation. General discussion of possible challenges of each instructional strategy. (2) Little explanation of each instructional strategy. Little or no discussion and analysis of the usefulness and quality of each instructional strategy across the specialisation. Little discussion of possible challenges of each instructional strategy. (1) No evaluation of each instructional strategy was completed.
Knowledge of curriculum documents Thorough and in depth understanding of relevant VCAA, AITSL and DET curriculum documents. (5)
Detailed and clear understanding of relevant VCAA, AITSL and DET curriculum documents. (4)
General understanding of relevant VCAA, AITSL and DET curriculum documents. (3)
Some understanding of relevant VCAA, AITSL and DET curriculum documents. (2)
Little understanding of relevant VCAA, AITSL and DET curriculum documents.
(1) VCAA, AITSL and DET curriculum documents not discussed.
Written expression and referencing
Exceptional command of expression, argument and structure that is concise and clear. Meets word limit.
Accurate and detailed academic referencing of sources where appropriate. (5)
Well written, well argued, and well structured. Meets word limit.
Acknowledgment of appropriate academic sources where appropriate. (4) Generally well written and structured limited organisation of ideas and arguments.
Acknowledgment of some academic sources where appropriate. (3) Limited written expression, problems with structure and organisation of ideas and arguments.
Limited acknowledgment of academic sources/and or Harvard referencing was not completed. (2) Poorly written, poorly organised and problems exist with the logic of arguments.
Little or no acknowledgment of academic sources.
(1) No referencing of sources was completed.
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