Answer To: Economics Use the link below to access the NSW syllabus and this work is based on Year 11. Topic:...
Tanmoy answered on Oct 30 2021
Part A: Theoretical Perspectives
The school that is selected for analysis of ICSEA and NAPLAN is Broughton Anglican College, Menangle Park, New South Wales. It is a non-governmental school and it consists of both primary and secondary students. It is a coeducational preparatory to year 12 school which is located as per the map in Appendix A in the rural environment of Menangle Park. Menangle Park is situated in the Macarthur region of the South Western Sydney.
The ICSEA is a scale which helps in a fair and realistic analysis and comparison between different schools with same number of students and in terms of primary, secondary and for special schools. It is also known as the Index of Community Socio Educational Advantage which is formed by the Australian Curriculum, ACARA which is known as Assessment and Reporting Authority for fair and appropriate comparison of National Assessment Program – Literacy and Numeracy (NAPLAN). This enables to analyse the assessment the scores in the tests by the students in various schools across Australia.
For Broughton Anglican College the ICSEA score is 1101 in comparison to the average value of ICSEA of 1000. The school ICSEA percentile is 86%. 1000 is the benchmark score of ICSEA. Hence, it can be stated that for Broughton Anglican College, the ICSEA is above the benchmark and is an indication of the higher level of educational advantage of students who attends these schools.
Thus, by observing the above ICSEA score of Broughton Anglican College in Appendix A, it can be stated that the score of the school has improved gradually from 2014 till 2019.
As per the NAPLAN status which states the National Assessment Program – Literacy and Numeracy assessment happens every year. The students in year 3, 5, 7 and 9 are evaluated based on the numerical skills and the fundamental literacy acquired and which is needed by every student in order to become successful in the school and beyond. Therefore, it is a national measurement technique to analyse whether the students are able to meet the vital learning outcomes. As per the NAPLAN of Broughton Anglican College we can observe in the Appendix A that there have been good results for the students in 2014 where the writing and spelling skills of the school looks above the benchmark provided in the interpreting table. In 2019, there was a decline in the reading skills of the students in Broughton Anglican College. This is reflected with red colour of below level as per the interpreting table. This low score as reported by the school was due to disruption experienced by the students during the online exam. But, in all the students’ participation was 100% for the school compared to 95% participation for all students in Australia. As per the NAPLAN for Year 12 of Broughton Anglican College it has been estimated that there will be an increase of 2% in the number of students appearing and clearing the themes criteria which are reading, writing, spelling, grammar and numerical skills of the students. So, the same has been reflected in the Unit Plan – Appendix A.
The secondary school data in Appendix A reflects the number of students who have attended the class 12 exam and have cleared the test and was awarded the certificate. In the level 11 there is necessity for introduction of Economics course to be taught to the students which will consist of basic topics and understanding of Economics.
The numbers of indigenous students that are enrolled in the school are 2% of the total number of student as on 2019 which stands now at 1053 students. This means approx 21 students are from aboriginal and native Australian background. Out of the 1053 students, there are around 95 of the students who are from other language background other than English. The Appendix A shows the student status in Broughton Anglican College.
Implication for teachers at Broughton Anglican College
For the well being of the students the teachers and the management of the school promises to make the various provisions available to the students. These include making the students disciplined and regular, deliver a caring environment in which the students with opportunities in order to develop moral, physical, spiritual, emotional, intellectual and social training to the students for their overall development. The ultimate aim of the college is to develop able-bodied rounded Christian people by developing these children and imbibing in them a culture of spirituality and devotion. It also aims to provide quality education with the help of highly skilled and experienced teachers who will be caring and teach the students on disciplined composition. Thus a modern broad based education style which is actually based on Christianity principles are been constructed for the students.
Part B: The Assessment Tasks
Assessing the course outcomes
The summative assessments described in the Appendix B have been created for Broughton Anglican College Year 11 Economics course. The country selected from the United Nation’s World Economic Situation and Prospects 2019 report is Australia and the school is from the state of New South Wales. The New South Wales demographic population is 8089817 till 2019 consensus which is of a population density of 0.10 persons per hectare. The students who will be the part of Broughton Anglican College will be within the age group of 0 to 19 years who will a part of New South Wales demographics is almost 6% to 7% of the total population. There has been a population rise in NSW from 2008 till 2019 due to rapid urbanization in the regions of greater Sydney by 13.5% and in Regional NSW by 20.6%. Evidence of brain drain is also occurring in the region of NSW where the regional students are moving to the capital cities for their education and are subsequently not returning. There has been tremendous growth in the healthcare and social assistance, retail trade, construction, education and training and accommodation and food services in the region of New South Wales. The education and training has developed in the regional NSW by 8.8% while in Greater Sydney by 8.1% (Chris Angus, 2020).
The peer review for criteria 1-4 for Broughton Anglican College in NSW, the ICSEA score is 1101 in comparison to the average value of ICSEA of 1000 throughout Australia. The school ICSEA percentile is 86%. 1000 is the benchmark score of ICSEA. Hence, it can be stated that for Broughton Anglican College, the ICSEA is above the benchmark and is an indication of the higher level of educational advantage of students who attends these schools. The Venn diagram of the above ICSEA distribution is provided in Appendix B.
Formative assessment task will be and continuing process and will be done throughout the education unit of the session where the teachers will be able to analyse the progress of the students. The formative assessment will be based entirely subject of Economics taught in the class ad will be after end of each individual sessions of topics. On the other hand a summative assessment will also be used by the school which will help the teachers to analyse the students at the end of the unit of study. Both are explained in Appendix B. The summative assessment will be basically divided into two terminal exams which will be midterm exam and another will be the final terminal exam.
Broughton Anglican College is a school situated in NSW and is responsible for implementation of economics course in their Year 12 syllabus. The economics course will consist of chapters like Nature of Business and Business management, business planning, operations and economics, finance and human resource management. These chapters will be at par with the NSW Syllabus for Business Studies. The ways the formative assessment will be conducted will be through quizzes; Short comparative assessment, one minute paper on specific subject; exit tickets on what student learned; silent class polling and by asking student to create a doodle map of what they have learned. Through this process the teachers will be able to judge if their teaching is going at par with the curriculum. It will also help them to analyse the understandability of the topics on economics to the students.
The summative assessment will be through the mid and final terminal examinations. This will be conducted through online tests. There will be report cards provided to the students and their parents in order to examine the students’ performance and understanding of the economics subject. Further certificates will also be awarded to the students on successful completion of this course.
The success criteria for the teachers to analyse whether the student is able to understand the chapter will be through Hand Signals; Index Cards; One minute essay writing; Prompt Analogy; Concept Map; Brain Dumps; Exit Card and Journal Entry. Each of the signs of to understand the students capturing power is explained in details in Appendix B.
The techniques selected for summative assessment is midterm exam and final exam through online tests. This is the best method because some of the functions of Summative Assessment consist of grading and ranking of the students, passing and failing of the students and communicating the students on what they have achieved (McAlpine & Higgison, 2001).
The Bloom’s taxonomy will consist of knowledge which will enable the student to help them identification of the terms, ideas, the procedure and the various theories of the subject. The verbs used will be memorize, name, recall, outline. The comprehension will consist of translation and interpretation of the economics concepts and the verbs will be express, extend identify, indicate; application of abstractions, general principles and methodologies to various events and situations in economics and the verbs will be illustrate, interpret, manipulate and operate as well as modify, analysis by segregation of the complex data into several parts, distinction and hypothesis between relevant and irrelevant variables while the verbs used will be employ, illustrate manipulate, modify and operate; in the synthesis process it will be creative and mental construction of ideas, generation of new ideas from complex ones and meaningful patterns the verbs used will be design, develop, explain, formulate, generate and plan. Finally, it will be judgement of the ideas related to various economics concepts put into application and implemented using external and selecting various criteria based on observations. The verbs will be defend, describe, discriminate, estimate, evaluate and explain.
The formative assessment will be based on knowledge, comprehension, application and analysis process. While for the summative assessment will be based on synthesis and judgement.
The students’ data for a pre-test of Marzano Text based on which the checklist will be created to collect and track the data will be as follows:
Reinforce efforts and providing recognition (25%): In this the teacher will reward the students based on the performance standard through symbolic appreciation like praising, encouraging the student to share ideas, conference with the student individually etc.
Homework and practice (20%): Providing home work to the student, keep the parents involved in the tasks and state the purpose of such activities. These can be done through emailing and communicating with the parents to encourage the students to read more journals and newspapers.
Non-linguistic representation (10%): It should be based on creation of graphical representation of various economics models of researchers, charts, statistical records and participation in hands-on tasks. This will be done through various visual and manipulative tools diagrams, economical charts, diagrams, graphic diary and physical models based on real case studies on economics.
Cooperative learning (25%): Here at this stage the teachers should make small groups and assign responsibilities to the small groups and apply the strategies on a consistent basis. It will consist of quizzes, problem solving in groups, chorus learning and discussion and case study resolution on economics.
Setting objective and providing feedback (20%): Teachers must create flexible and specific goals and objectives as per the students’ choices and deliver feedback on accomplishing the tasks. Displaying the learning objectives through projector and giving feedback to the students on their understanding at the end of the session.
School Management System
The administration system that will be installed to manage the students’ records and other information will be through a software isams. It will enable to operate the school more efficiently and enable the teachers to concentrate on their subject and tasks and also help in to transform the commitment of the parents and students. It will also feature the core curriculum, the schedules and timetables for the various classes, assessment and results and enable in reporting management. It will be a web and cloud based platform for the entire school management and will also include integrated accounting solutions, online portal for communications, applications which can be accessed through the Smart phones for the teachers and the parents, the administrative task will be a paperless process, help to get access of various reports like MIS and prebuilt customised templates and will enable to supervise and monitor the students behaviour as well as their health and attendance.
Ethical ways to handle
The ethical ways to handle the school management system of Broughton Anglican College will be through knowing students how they are able to learn, the teacher’s ability to know the content and the teaching procedures, planning for and accomplishment of effective teaching and learning process, create a safe and supporting learning atmosphere, review and deliver feedback as well as report on the students acquired skills and learning, involve the professional learning courses in the curriculum and engage professionally with the teachers, parents and the community in which...