Reflection On Beward Planning

2111 Words 9 Pages
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…
Students will have the opportunity to create artworks that demonstrate their understanding of a need and a want and creating a mixed media artwork, which is a key learning outcome. Using real 3D objects in this artwork reflects on their real world experiences. This assessment is administered in the middle of the unit as a way to monitor student understanding of key concepts in an authentic and highly creative manner. This unit of work is planned around students reflecting on their knowledge and thus peer evaluation and self evaluation were included as summative tasks. Peer evaluation was planned to reflect back on the process of making ice cream which links to the intended skills of investigating where food comes from. Using real life experiences such as churning milk to make ice cream in the assessment allows for authentic evidence of applying these skills. Self reflection of the picnic planning process was included in the form of a journal entry for students to complete for the purpose of determining what worked in the process and what required further work. Self reflection is a real life skill that is required for students to understand what they did well and what needs to be improved upon. The assessment task of reviewing and adjusting food choices when planning a picnic via a journal entry, is also a real life

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