Task 2: Reflection On Backward Planning Process

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Task 2 – Reflection on backward planning
The central focus of the Foundation Year Master Chef unit of work is for students to understand the concept of simple healthy food choices and preparation. In this unit of work, students are given the opportunity to explore properties of the physical and material world through cooking and accessing kitchen facilities. In addition, students are encouraged to contribute to the design process by participating in planning menus and simple meals. These big ideas are planned around authentic learning opportunities taking place in order for students to understand concepts which can be meaningfully transferred to other learning contexts (McTighe, 2011). McTighe (2011) views the meaning of understanding as different
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The advantage of designing a unit of work around this model is that the assessment tasks are designed before planning lessons for the key benefit of guiding students towards what is required of them in order to learn (McTighe, 2011). The learning outcomes or big ideas of this unit align with the ACARA (2016) and BOSTES (2016) learning outcomes and Foundation year achievement level standards. Identifying the learning outcomes of the unit ensures that specific written criteria for student success are developed (Readman & Allen, 2013). This set of student criteria becomes the basis on which to measure assessment both during and after the learning experiences and is source of motivation and focus to the students (Readman & Allen, 2013). This unit of work has aspects of Inquiry Learning embedded into it by planning real life hands on experiences in the design process, such as planting seeds and documenting evidence of the process. Inquiry learning involves the teacher guiding students to construct their own knowledge through engagement in interactive learning experiences with their peers (Reynolds, …show more content…
These assessments will measure student progress against set criteria for the purpose of determining their weakness and strengths and to further build on their knowledge (Headington, 2013). Criteria will be known to the students during the learning process as a guide for them to know what is required to succeed and when to ask for support (Headington, 2013). The formative assessment of observation is focussed on taking learning forward and for this reason, is a prevalent form of assessment evidence in this unit of work. Black & Williams (as cited in Marsh, 2014) state that research shows that formative assessment raises all student achievement levels including students of lower ability. Informal assessment such as observations and anecdotal notes are an invaluable way to capture student information, especially if they are oblivious to knowing they are being assessed as they will display their natural behaviour (Marsh, 2014). Observation together with questioning will be an effective form of assessment for learning as a way to record student’s actions and way of thinking (Headington, 2013). By observing and listening to student responses from questions raised throughout the duration of this unit, can provide the teacher with invaluable information about how the students are learning (Reedman & Allen, 2013). Questioning is also planned as a form of evidencing assessment

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