communication - sace.sa.edu.au

Based on the subject outline assessment design criteria and the student’s personal learning goals we are seeking evidence of:

Further development of learning and communication capabilities (these two capabilities are identified in the learning and assessment plan)

Further identification and exploration of learning needs and abilities, including development of skills in literacy, numeracy, and use of information and communication technologies.

Identification and further development of personal learning goals: PLG 1 - To work as independently as possible PLG 2 - To communicate clearly to an audience.

The annotations on the following pages support a completed assessment decision.

Stage 1/Stage 2 Modified Subjects A369106, © SACE Board of SA, 2014.

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List of students with individual intended learning and assessment details

Teachers can use the table below to record details of individual student research projects, including any specific learning and assessment considerations.

Student Topic of interest or identified need

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I-URNI,;t: I,;UMt-'ANY - a

powerpoint presentation

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Research Project Modified -School Planner 19 October 2010

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Learning and assessment considerations. For example:

• safety and ethical considerations - parental consent sought, risk assessment undertaken. etc.

• time and resource implications

• chosen capability

• adjustments to the personal learning goals for specific students

• adjustments to assessments to meet the specifiC needs of individual students

is less mobile, very slow in her movements, and usually does not speak. Her typing is laborious and needs dictation or written assistance. She will have to be rehearsed otten in order to present her work. She does perform for Dance Company but is usually the static centre of action on stage.

Both girls have Significant absences due to ill-health and their longer-term memories are poor, so tasks are deSigned to be completed over a few lessons.

Both girls completed the Stage 1 Personal Learning Plan: Modified. The capabilities, Learning and Communication, were chosen to build on this base but also to enhance their skills for life after school.

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ASSESSMENT OVERVIEW

Complete ihe table below to demonstrate how the set of assessments addresses the personal learning goals and the capabilities. The assessment names have been extracted from the content section of the Modified Subjects Subject Outline; teachers may choose to change these to best meet student needs.

Development of capabilities (Tick focus capabilities further to those

Name of Assessment indicated)

(as described in Assessment Details following) NB One assessment may enable the student(s) to demonstrate

~ achievement of more than one goal. .Q C 1ii

0. " " _E ·2 :c '" "0. ~ "' ~ ~ 0 E ~ "E 0-" "' ID E ~ '" ~> 0 " "" 0 0 -' 0.0

Planning the Project V V • including discussion with teacher Carrying out the Project V V • working with support person Communicating the Project Outcome V V • folder and presentation Reflecting on the Project V V • discussion, draft and fin~copy_

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Three to five assessments for a 10-credit sUbject. Please refer to the Modified Subjects Subject Outline.

Research Project: Modified - School Planner 19 October 2010

Assessment DeSign Criteria

Achievement against personal learning goals (Number each goal as written on page 1)

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1,2

1

1,2

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ASSESSMENT DETAILS (OPTIONAL)

Use the table below to provide details of the planned assessments designed to provide opportunities for the student, or like cohort of students, to show evidence of their learning against the identified personal learning goals (in reference to the Subject Outline).

Description of Assessment (describe the assessment activity and the assessment

Name of Assessment conditions as appropriate (e.g. support, time allocated, assessor, etc.), and how it enables the student to demonstrate development of capabilities and achievement of oersonallearning goals)

Planning the Project After 2-3 weeks of planning work supervised by the teacher and overseen by the support person, students will complete a Proposal Summa!y sheet. The teacher will discuss with each one the information provided by the students and their next activities.

Carrying out the Project In 4-week periods, students work in their mainstream lessons and with their support person to complete their Research and begin the Project Outcome. Original timelines may be amended.

Communicating the Project Outcome Preparation for and Presentation of the Project Outcome to an audience of the

students' choosing. Audience members can also look through the students' folders then complete feedback sheets.

Reflecting on the Project Reflection in the format and length chosen by the students. Teacher discussion about content and feedback on a draft.

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Research Project: Modified - School Planner 19 October 2010

Evidence of Learning (i.e. evidence the student uses to demonstrate their personal learning goals and relevant capabilities)

Pro!losal Summa!y Sheet and Discussion. Evidence provided of:

(1) Research Planning and

(2) Communication.

Every 4 weeks a discussion about progress and dis!llay of work completed occurs. Evidence provided of :

(1) Research Planning and Execution

Oral ~resentation with visual SUj2Qort to an audience (photographed or filmed) and feedback from audience. EVid'lnce provided of :

(1) Project Outcome

(2) Presentation to an Audience and

(3) Communication.

Draft and final copies of Reflection. Evidence provided of:

(1) Learning and

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Further identification and exploration of learning needs and abilities.


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Development of PLG 2: To communicate clearly to an audience.


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Journal entries clearly communicate the student’s daily activities. This demonstrates achievement of: - PLG 1: To

work as independently as possible

- PLG 2: To communicate clearly to an audience.

- Further development of learning and communication capabilities.


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The student’s dance activities beyond the school and preparation of costumes and props demonstrates PLG 1: To work as independently as possible.


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The feedback sheet demonstrates PLG2 To communicate clearly to an audience.


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The information provided in the PowerPoint demonstrates: - PLG2 To communicate clearly to an audience.is clearly communicated - Further identification and exploration of learning needs and abilities, including development of skills in literacy, numeracy, and use of information and communication technologies


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The reflection demonstrates further development of learning and communication capabilities (these two capabilities are identified in the learning and assessment plan).


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The reflection demonstrates Further development of learning and communication capabilities (these two capabilities are identified in the learning and assessment plan).


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communication - sace.sa.edu.au

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