Economics Use the link below to access the NSW syllabus and this work is based on Year 11. Topic: Preliminary: Introduction to Economics...

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Economics Use the link below to access the NSW syllabus and this work is based on Year 11. Topic: Preliminary: Introduction to Economics Reference Style: APA Essay Structure Your submission should be a structured essay using at least 5 main headings (the parts below), with appendices. The appendices may have annotations that are referred to in the essay discussion. The word count for the essay discussion is 2500 words; there is no prescribed word length for the annotations/appendices. Part A: Theoretical Perspectives · The learning materials leading up to this task introduce many ideas. Some of these are: the rationale for data-informed teaching; the multifaceted nature of “expectations” and “well being” and their relationship to improving learning and achievement; types of school data; data sets; levels of evidence; the analyses relevant to make sense of data of certain types of data; the choice of analytic and diagnostic tools. · Your assessment program should be developed and justified with respect to ideas such as these. Tips for addressing this section: · All students should consider the My School Website. Select a school and analyse the – ICSEA, Senior Schooling outcomes and NAPLAN in comparison to like schools/Nation. What are some implications for teachers at this school (you can refer to the graphs/data in your paragraph)? · Broadly speaking describe how your program/your teaching will consider the wellbeing of your students? (e.g. Provide a safe learning environment, referrals to support services if students are experiencing mental health related issues, open dialogues with parents etc.). · (see pages 2-4) Part B: The Assessment Tasks · The assessment tasks within the program need to be presented. The focus of the task is on the overall ‘program’, and as such the tasks themselves developed by yourself. · You should describe the rationale for each assessment task in respect to how it “sits” in relation to the unit program and why certain elements are being assessed at a point in time. · It is important to show how a range of ‘levels’ of thinking are catered for, including higher-order thinking. · The assessment design needs to be demonstrably effective, and the items/instruments need do what they are supposed to do. · You should describe how the assessment tasks contributes to the tracking of student performance and progress both within the unit and longitudinally. · You should describe how data from the assessment task is gathered and stored; a safe, responsible and ethical approach to the storage, analysis, distribution, presentation and retention of data should be evident. APPENDIX MATERIAL: · Submit a formative and summative assessment task that go in Appendix B/C. Consider providing a formative task (e.g. pre-test/mock exam/quiz) and then a summative task (e.g. end of unit exam/assignment). ESSAY CONTENT INCLUDED UNDER PART B ASSESSMENT TASKS: · Write a paragraph in your essay that clearly describes whether the tasks are formative or summative and summarise the tasks (refer to appendices). · It is important to provide a clear identification of the success criteria for each task, and how this is used to set progress milestones and provide feedback. · The key content students need to know / understand/ be able to do (see syllabus). In your paragraph here outline the success criteria for your assessment task – i.e. what are the key things students need to be able to do in order to satisfactorily complete the task. E.g. The following success criteria are derived from the content listed on page xxxx of the ABC Syllabus/Study Design/Curriculum for [insert state/territory]. The first success criteria attached to both the formative and summative task is that students are able to explain factors that shift the demand curve. Secondly students must be able to analyse…. · Create a table, similar to the below that shows where your assessment falls in the unit/topic. The success criteria already listed above will link to your unit/topic and there is no need to repeat these (this can go in the Appendices). · Explain why have you selected the technique (e.g. exam, multimodal, essay) – is the summative assessment task prescribed or did you make this decision based on the nature of the content in the topic you have chosen/trying to prepare for future tasks? · Consider Bloom’s taxonomy, Frangenheim and / or Marzano Design Questions when designing the task and obviously syllabus requirements. Cognitive verbs can be bolded to highlight higher order thinking. Clearly explain in a paragraph how your task addresses a range of thinking (i.e describe to synthesise) and direct the marker to specific sections of both assessment tasks in Appendix B/C. · The assessment design needs to be demonstrably effective, and the items/instruments need actually do what they are supposed to do (marker will make a judgement based on Appendix B/C – no need to write a paragraph about this). · Consider how you could record student data from a pre-test/formative test – you could use a similar criteria sheet or make checklist that enables you to collect data which you can then monitor and track over the course of the unit. This could occur over a period of time (longitudinally) – here is an example from the Marzano text – see image below for an example (you could create a resource such as this that aligns with your assessment program/unit plan to show how you are tracking student work across the unit. · Explain how you are gathering the data from your students (you can refer back to Appendix A, for example: the formative assessment conducted throughout the unit- mock exam, observation, role play, group work, ticket out the door) and how it will be stored (e.g. in a mark book, in a spreadsheet, student profile, on a learning management system). · Explain how you will handle and use this data in an ethical way (i.e. who would you share the data with and who not be granted access?). The ATSIL standards discuss some examples when teachers would analyse, distribute, present and share data in the school. The below unit plan should be based on Year 11 – Topic Introduction to Economics for 6 weeks Sample Unit Plan to adapt (this goes into Appendix A). Week Content Assessment Schedule 1 (3.5 hours – this is a school based decision so you can make a decision here re time allocation) You identify this from your syllabus (cut and paste) Pre-test (formative assessment) 2 (3.5 hours) You can additional formative assessment tasks (assessment for & as learning) which you do not need to include in your Appendix as this task only calls for the inclusion of a formative and summative task. 3 (3.5 hours) 4 (3.5 hours) 5 (3.5 hours) 6 (3.5 hours) 7 (3.5 hours) Combination Response Exam (summative) Part C: Curriculum Integration · The development of a unit of work is not required, but as the assessment program must be clearly integrated within a unit, the presentation of a unit of work, in either extended or abbreviated form will be necessary. · The unit of work must be demonstrably consistent with a school’s requirements, which must in turn be clearly linked to the relevant curriculum area documentation for the particular learning area in relevant state/territory. It follows that the assessment tasks must clearly support the unit of work, and be in alignment with any school (or jurisdictional) requirements or expectations. · You should justify the range and variety of types of assessment tasks. Those tasks will have been selected so as to address a variety of the objectives of a school, including understanding how students are improving, well-being, culture of learning and classroom climate, and obligations in relation to (and school-based decisions about) reporting. · You should describe how productive forms of feedback from assessment tasks will be incorporated into teaching. · You should describe how and where ‘small scale’, ‘supporting’ forms of assessment or of monitoring progress will be incorporated in the unit of work. · You should justify the use, or exclusion of, a broad range of data groups and data sets (including diagnostic assessment tools) throughout the assessment program. This includes how the assessment program incorporates or is allied with literacy and numeracy testing, how the unit of work responds to literacy and numeracy testing data. · You should describe how the assessment program connects into, or assists students to prepare for, high stakes assessment. Tips for addressing this section: · For bullet points 1 and 2 above, the Assessment program is integrated into the Unit Plan (as per Appendix A – marker will refer to this – no requirement to write a paragraph about this) and formative/summative tasks in Appendix B/C/school context at the outset of the essay, will be reviewed by the marker. · Write a paragraph that explains how the diagnostic and formative pieces you have set throughout the unit of work contributes to how students are improving (data collection), well-being (positive relationships), culture of learning and classroom climate · You could amend the ‘feed up, feed forward and feedback template’ and discuss how this could be used in your assessment program (e.g. after a student has completed a formative test). This can be Appendix D. · Briefly mention ‘checkpoints’ or other key evidence gathering methods used to support and monitor student progress i.e. assessment checkpoints, exit slips, tracking sheets, online quizzes, etc. You can refer the marker back to your assessment program/unit plan in Appendix A. · Do you think referring to NAPLAN data (from Year 9) gives a picture of performance in Year 11- why/why not? Do you think there is merit in reviewing data from previous units/years to ascertain the numeracy and literacy levels of the students - why/why not? · Describe how your assessment relates to numeracy and literacy (at a minimum see the General Capabilities on the Australian Curriculum Website – your syllabus may also elaborate on how numeracy and literacy is to be integrated into your tasks). · Explain how your unit/assessment prepares students for ‘high stakes’ (e.g. summative external assessment pieces). Aspects of points 1 through to 6 will help to structure this paragraph (you can select which ones you refer to – e.g. classroom climate Part D: Catering for all learners · The implementation of the assessment program should be responsive to local cultural considerations. · You should describe how the assessment program tasks cater for students of differing academic abilities, including Aboriginal and Torres Strait Islander students. · You should describe how the assessment program contributes to other forms of ‘ability’ found among students: including wellbeing, a healthy perception of expectations and a culture of learning and classroom climate. Tips for addressing this section: · We are already aware of your school context in Part A. Now write a brief paragraph that explains how
Answered Same DayOct 25, 2021

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
140 Votes
Preliminary Economics
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 education
al 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.
Secondary School
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.
Indigenous Students
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...

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