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怎么写lesson plan？写lesson plan格式要求与lesson plan格式范文提纲由留学作业网提供。本文点明了lesson plan的格式要求与写作分析。一、 写三份lesson plan.
二、 一篇500字的分析（根据前面三份plan,具体要求见下文）
内容要求：
一、lesson plan要求：
1、参看NO.1文件p12。
每一份的Objective分别是：Interacting、Understanding Texts、Producing Text。
Outcome自选一个。比如说，写Interacting这份时，可以选旁边1.1——1.4中的任何一个outcome。
2、参看NO.2文件p7assessment 1 details 和NO.3文件p8---p9的D段评分标准。
- ㈠严格按照details每一条的要求写，要求包括的内容不能少一个。
强调：别忘了其中要求的：resources required need to be attached not only listed in your lessons.
就是说，你需要把教学选择的内容也给我。
㈡严格按照D段评分标准写。
3、严格按照范文中的格式写。范文在NO.3文件P11——p16。
注意：1、一份lesson plan，一份表格。不可以三份plan合在一起写。
2、在teaching activities中，需要在旁边加括号，写明是应用了哪一种或几种,例如（visual learning、hand on、brainstorm、mutiple intelligence）
二、500字的分析要求（根据前三份lesson plan写出）
具体在NO.2文件p7 details最后的Theoretical Justification里。
lesson plan格式范文提纲：Unit Outline
School of Education
College of Arts
Unit Name: Secondary Method 2A / 2B / 2C Languages
Unit Number: 101401 / 101402 / 101403
Course: Master of Teaching (Secondary)
Head of Program: Dr. Kevin Watson
Teaching Period: 2nd Half
Year: 2010
Contents:
Section A
Section B
Section C
Section D
Section E
Section F
General Information
Unit Details
Assessment Details
Assignment Cover Sheet
Important Information, Policies and Procedures for Students#p#分页标题#e#
Additional Information
First point of contact
for this unit is: Name:
Nada Gemayel-Saliba Phone:
0413 185 822 Email:
http://www.ukassignment.org/daixieAssignment/Assignmentgeshi/
Section A: General Information
Unit Weighting
(credit points) 10
Duration Nine weeks of lecture and tutorial, one week for Focus Week and 4 weeks of Professional Experience.
Unit Level Level 7
Assumed knowledge Relevant undergraduate studies to qualify to teach this subject in secondary schools.
Pre-requisites Nil
Co-requisites Nil
Students are advised that they are responsible for ensuring that they have met all relevant academic pre-requisites and/or co-requisites for any unit(s) in which they are currently enrolled. The University reserves the right to dis-enrol a student from a unit should they not meet all requirements. Definitions of pre- and co-requisite requirements for individual units can be found in the UWS Undergraduate or Postgraduate Handbooks and are available via the course and unit information web pages at http://www.ukassignment.org/daixieAssignment/Assignmentgeshi/Please note that non-completion of relevant pre-and/or co-requisites may jeopardise your progression and/or graduation.
Units not to be
counted for
credit with Nil
Contact
Details Unit Co-ordinator: Mr Allan Morton
Telephone: (02) 4736 0257
Email:http://www.ukassignment.org/daixieAssignment/Assignmentgeshi/Office Location: Building: J, Room No: J1-21, Campus: Penrith (Kingswood)
Lecturer Ms Nada Gemayel-Saliba
Telephone: 0413 185 822
Email: http://www.ukassignment.org/daixieAssignment/Assignmentgeshi/
Contact can be made through the unit co-ordinator
Mailing Address:
University of Western Sydney
School of Education
Locked Bag 1797
Penrith South DC NSW 1797
Australia
Student Consultation Please contact academics for consultation times or check consultation schedules on respective academic doors.
Mode of Delivery and Teaching Schedule Face to face lectures, tutorials and workshop
Non Face to Face Sessions – Learning tasks started in face to face sessions should be completed and
displayed in hard copy ready for the next face to face session. In addition, students should read widely and
engage in appropriate Library and Internet based research.
Attendance
Requirements Lectures and tutorials provide an opportunity for students to explore and engage in structured activities that will assist in their fulfilment of unit outcomes. As such, students are encouraged to attend all lectures and tutorials. In our experience, students who do not attend lectures and tutorials are poorly equipped to successfully complete assessment tasks. 80% attendance to lectures and tutorials is required to pass this unit.#p#分页标题#e#
Essential Equipment and/or Resources Access to internet and resources listed under texts.
Occupational Health and Safety N/A
Criminal Record Checks CHILD PROTECTION AND PROHIBITED EMPLOYMENT DECLARATION
Education Employers have special staff requirements and policies that apply to students of education courses. At entry, this involves signing a Prohibited Employment Declaration and undertaking Child Protection Training.
Immunisation Requirements N/A
Changes and Improvements to the Unit as a Result of Student Feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:
Section B: Unit Details
Description
Purpose
Objectives This is the second core unit in Secondary Languages curriculum and, as such, must be completed by all students seeking qualification in Languages teaching method. This unit seeks to develop in students the capacity to teach effectively all aspects of the curriculum for languages appropriate to the secondary Years 11 and 12 with particular emphasis on Stage 6 courses.
While the general principles of teaching languages covered in the Secondary Method 1X – Languages will be embraced, this unit seeks to address the particular teaching strategies relating to the new NSW syllabus documents for Preliminary and HSC language courses. Opportunities to develop suitable techniques of programming, assessment and evaluation will also be provided. Typically, the unit will address Syllabuses in languages from the following list: Arabic, Chinese, French, German, Indonesian, Italian, Japanese, Spanish and Vietnamese.
Presentation Secondary Method 2X Languages will be taught as a combination of lectures, tutorials and workshops.
Outcomes Students will:
• Demonstrate a comprehensive understanding of the nature and content of the NSW Senior Secondary Languages Syllabus documents and will be well informed about the theoretical underpinning of these documents;
• Demonstrate an understanding of the ways in which each syllabus caters for the differences in students’ needs, interests and capacities, and be capable of drawing upon this knowledge in order to maximise learning outcomes for all students;
• Be capable of planning and implementing meaningful and appropriate programs for teaching languages in years 11 and 12 incorporating the NSW model of pedagogy: intellectual quality, quality learning environment and significance;
• Increase knowledge and understanding of the principles and pedagogies of intercultural language teaching and learning
• Be capable of preparing senior languages students for the requirements of the Higher School Certificate examination through a demonstrated understanding of the procedures, regulations and requirements of each of the courses;#p#分页标题#e#
• Demonstrate an understanding of the different components of the HSC examination paper for each of the courses for the language to be taught;
• Be familiar with, and confident in the use of technology in the context of teaching languages in Senior Secondary;
Content • The Preliminary and HSC Syllabuses for Languages, exploration of set topics and other requirements;
• HSC regulations, procedures and requirements;
• Unit Planning – The Backwards Design Approach, Project-Based Learning , Bloom / Gardner / de Bono, Curriculum Framing, Mapping Syllabus Outcomes to Tasks Course Planning – Scope and Sequencing units in a 400-500 hour course
• The NSW model of pedagogy: intellectual quality, quality learning environment and significance in the language classroom.
• Practical teaching/learning strategies for teaching the different components of the Syllabus;
• Planning and programming for the Preliminary and HSC stages;
• Intercultural language teaching and learning
• Assessing Learning - Designing Effective Assessment Items, Assessment in a Standards-reference Framework
• Examinations – past papers and preparation strategies;
• Resources and support materials.
** N.B. The above topics will be examined in their application as regards the language classroom in general and also as regards each of the specific languages to be taught and the issues which are uniquely related to each of them.
Student Workload For a 10-credit point unit students would be expected to work 10 hours per week. If class time totals 2 hours per week then they would be expected to work for 8 hours out of class. If students are in class for 6 hours then the expectation would be they would work for 4 hours out of class.
Texts Richards, J.C. (2001) Approaches and methods in language teaching. Cambridge: Cambridge University Press.
HSC Syllabuses and support documents from the NSW Board of Studies
HSC web sites
DET web sites
HSC onlineIntercultural Language Teaching and LearningBOSAdditional Readings Some Articles will be provided by lecturer.
RECOMMENDED READING
Barton, A. (2006) Getting the buggers into languages. London, UK: Continuum.
*Browett, J. (2006) Teaching languages in the primary school. Carlton South, Vic:
Curriculum Corporation.
Cameron, L. (2001) Teaching languages to young learners. Cambridge:
Cambridge University Press.
Carr, J. (2006) Boys and foreign language learning: real boys don’t do
languages. Basingstoke, England: Palgrave Macmillan.
Crozet, C. & Liddicoat, A.J. (2000) Teaching culture as an integrated part of
language: Implications for the aims, approaches and pedagogies of language
teaching. In A.J. Liddicoat & C. Crozet (Eds.) Teaching languages, teaching #p#分页标题#e#
cultures (pp. 1–18). Melbourne: Language Australia.
Field, K. (2000) Issues in modern foreign languages teaching. London:
Routledge.
Flowerdew, J. (2005) Second language listening: theory and practice. New York:
怎么写lesson plan？写lesson plan格式要求与lesson plan格式范文提纲由留学作业网提供。本文点明了lesson plan的格式要求与写作分析。Cambridge University Press.
Gage, J. (2006) How to use an Interactive Whiteboard Really Effectively in your
Secondary Classroom. London: David Fulton Publishers.
Gibbons, P. (2002) Scaffolding Language, Scaffolding Learning Portsmouth,
NH : Heinemann.
*Groundwater-Smith, Ewing,R. & Le Cornu R. (2001). Teacher as learner.
Teaching Challenges and Dilemmas. Sydney: Nelson
Hall, J. (2002) Methods for teaching foreign languages. Upper Saddle River,
N.J.: Merrill.
*Harmer, J (c2007) The practice of English language teaching. Harlow, England:
Pearson Education.
(Note: Although this book relates to teaching English as a second language it
contains much useful material applicable to teaching Languages other than
English.)
Killen, R. (2005) Programming and assessment for quality in teaching and
learning. Southbank, Vic.: Thomson.
Killen, R. (2007) Effective teaching strategies: lessons from research and
practice. South Melbourne, Vic.: Thomson.
Kramsch, C. (1993) Context and culture in language teaching (chapter 2). Oxford: Oxford University Press.
Kramsch, C. (1998) Language and culture (Oxford Introductions to Language
Study Series). Oxford: Oxford University Press.
Lantolf, J.P., & Thorne, S. (2006) Sociocultural theory and the genesis of second language development (especially pp. 4–13). New York: Oxford University Press.
Lecouls, A. (c2002) LOTE links to the primary classroom. Using text types to
teach languages: a practical teacher resource. Sydney, NSW: Association of
Independent Schools of NSW.
Lightbown, P. (2006) How Languages are Learned. Oxford : Oxford University
Press.
Lo Bianco, J et al (1999) Striving for the third place : intercultural competence
through language education. Melbourne: Language Australia.
Morgan, J. (2004) Vocabulary. Oxford: Oxford University Press.
Nunan, D., & Lamb (1996) The Self Directed Teacher. New York : Cambridge.
Nunan, D (1989) Designing Tasks for the Communicative Classroom. New York: Cambridge.
Nunan, D. (1999) Second language teaching and learning. London : Heinle & #p#分页标题#e#
Heinle.
*Nunan, D (2004) [Designing Tasks for the Communicative Classroom] Task-
based language teaching. Cambridge, UK: Cambridge University Press.
Pechler, N. (2007) A practical guide to teaching modern foreign languages in the
secondary school. London: Routledge.
Porter, L. (2007) Student behaviour: theory and practice for teachers. Crows Nest, NSW: Allen & Unwin.
*Richards, J.C. (2001) Approaches and methods in language teaching. Cambridge:
Cambridge University Press.
Ruiz-Funes, M. (2002) On teaching foreign languages: linking theory to practice.
Westport, Conn.: Bergin & Garvey.
Sercu, L. (2006, March) The foreign language and intercultural competence
teacher: The acquisition of a new professional identity. Intercultural Education,
17(1), 55–72
Sercu, L. (2004, March) Assessing intercultural competence: A framework for
systematic test development in foreign language education and beyond.
Intercultural Education, 15(1), 73–89.
Swarbrick, A (Ed.). (2002) Teaching modern foreign languages in
secondary schools: a reader. London: Routledge.
Tom, A. (c1991) The card book: interactive games and activities for language
learners. Englewood Cliffs, N.J.: Prentice Hall.
Ur, P & Wright (1992) Five Minute Activities. Cambridge; New York : Cambridge
University Press.
Ur,P. (1999) A course in language teaching. Cambridge; New York : Cambridge University Press.
Vale, D et al. (1991) The Pocket ALL. Carlton, Vic : Curriculum Corporation.
Delivery Schedule
Week Date Activity
1 28th July
Introductory lecture
Overview of requirements for the HSC
Gardner’s Theory of Multiple Intelligences and catering for different learning styles in the language classroom
2
4th August Overview of New Language Beginners Syllabus
Teaching Themes, Topics and sub-topics.
Lateral Thinking: deBono’s Six Thinking Hats in Practice
3
11th August Overview of Continuers Language Syllabus
Overview of Background Speakers and Extension Language Syllabus
Teaching Themes, Topics and sub-topics.
4
18th August Interpreting Syllabus Outcomes
Outcomes-based programming
Higher Order Thinking : Bloom’s Taxonomy as a way of enhancing the teaching/ learning process
Assessment 1 due
25th August Focus week
5
1st September Snapshots of The NSW model of pedagogy: intellectual quality, quality learning environment and significance in the language classroom
Backward Design
6 8thth September Multi-literacies in the language classroom – Media and IT
Intercultural language teaching and learning
7 29th September Assessment for the Preliminary and HSC courses. Designing an Assessment Program.#p#分页标题#e#
Weighting for internal and external assessments
8
Planning an assessment schedule. Assessment Tasks Notifications. Marking criteria.
HSC Examination Specifications and Standard packages
Assessment 2 due
9
Professional Standards in Languages
Evaluation of course
5th October Intercession Break
Section C: Assessment Details
Assessment Details
ASSESSMENT 1 40%
Three key aspects of the delivery of quality teaching are the development of units of work, the preparation of scope and sequence and the interpretation of those documents into individual lessons. In class you will be introduced to all three aspects and the relationship between the three will be explored.
For this assignment you are asked to focus upon individual lessons for Stage 6 Languages based on a specific teaching approach. The lessons will be in sufficient depth to occupy approximately sixty minutes each and it will cover the preliminary course of stage 6.
a) Choose the conceptualisation of teaching on which you will base your lesson plan
b) Select a sub-topic from prescribed themes in the syllabus
c) Design three detailed, thoughtful and workable lessons on your topic of choice
These will need to include:
- syllabus outcomes stated in full
- a brief rationale for your choice of texts, or other mediums
- purpose of each lesson
- resources required need to be attached not only listed in your lessons
- assessment strategies for each lesson
- planned teaching / learning activities
The most important point is this :
Within your lesson plan, identify points at which the theoretical aspects and your lesson plan intersect.
• Perhaps you could use a different colour or font type so that your intersection points/ notes are clear in your lesson plan.
d) Theoretical Justification: Explain the direct links between syllabus requirements, your planning and your beliefs about language learning (this part should be about 500 words)#p#分页标题#e#
________________________________________
ASSESSMENT 2 60%
DEVELOPING A TEACHER LEARNING PORTFOLIO
As part of the NSW Institute of Teachers Accreditation Process New Scheme Teachers are required to provide evidence for accreditation. The NSW Institute of Teachers Standards Framework are aligned to classroom and professional practice.
This assignment will focus on collecting and annotating evidence and upon presenting a reflective response on your learning. The process that you will be involved in this assignment will help you develop skills when you are collecting evidence to support your progress towards accreditation. For this assignment you are required to develop a Teacher Learning Portfolio based on evidence that shows your achievements towards the accomplishment of The NSW Institute of Teachers Standards for New Scheme Teachers. Based on evidence generated in face to face and non face to face sessions construct a 1000 word essay that reflectively focuses upon your growth as a curriculum developer and implementer.
In addition each student will create a 7-10 minute presentation that explains their growth. A mark penalty of 10 marks will be applied to students who do not prepare a presentation or whose presentation is clearly inadequate.
The showcase is scheduled for Wednesday evening of week 8
When writing the reflective essay students should at a minimum include discussion on
a) Modifications to the lesson plans presented in assignment 1.
b) Construction of a unit of work for the HSC course.
c) At least two other documents completed as part of this unit.
Reference to research cited in classes (and research read as part of personal use of time) and its relationship to the points outlined above is considered mandatory for a pass grade in this task.
Final marks and grades are subject to confirmation by the School and College Assessment and
Progression Committee which may scale, modify or otherwise amend the marks and grades for the
unit, as may be required by University policies.
Assessment Schedule Week Date Assessment
4 Lesson Plans
8 Portfolio and Reflective Essay
Presentation
Assessment Requirements
Compulsory Activity Component Students must demonstrate satisfactory achievement across unit outcomes. A PASS is gained in this unit by achieving a total of 50% or more of the total marks.#p#分页标题#e#
Resubmission of assessment tasks is not possible in this unit except in extenuating circumstances. Where extenuating circumstances exist, students should refer to the information under the heading of Special Consideration.
If this unit has a compulsory activity component with a fee attached, you will be required to pay this fee via I-Pay by the HECS census date in either session the unit is offered ie 31st March or 25th August. Non-payment will result in an ‘AF’ grade.
Formal Examinations N/A
Assignment Cover Sheet Hard copy assignments must be accompanied by a signed Assignment Cover Sheet (see Appendix D - hard copies are available from the School and an electronic version is available on the School Web vUWS site) and submitted as outlined below.
Submission of
Assessment Tasks Word processing of written work is desirable.
Assessments throughout the session should be submitted in class or in the nominated assignment box. End of session assessments should be deposited in a nominated locked assignment box located in the foyer of Building K, Penrith Campus.
Students are required to keep a copy of all written work submitted.
Unclaimed student work for assessment is retained for a period of one month after the end of session. Examination papers and final major assessments are kept for a period of twelve months following the end of the relevant teaching session.
Referencing The School’s referencing requirement are:
Referencing should follow the Publication Manual of the APA, copies of which are in Open Reserve in the library or on the web – style – manual http://www.apastyle.org/.
Social Ecology units may use the APA Style Manual http://www.wooster.edu.edu/psychology/apa-crib.html or the Harvard Style Manual http://libweb.anglia.ac.uk/referencing/harvar.htm
Full details of referencing systems can be found at: http://library.uws.edu.au/citing.phtml. A full range of resources for searching and citing references is available at: http://library.uws.edu.au/training.phtml
Resubmission and Re-marking Please refer to the Assessment Policy:
http://policies.uws.edu.au/view.current.php?id=00022
Late Submission
A student who submits a late assessment without approval for an extension will be penalised by 10% per day up to 10 days, i.e. marks equal to 10% of the assignment’s weight will be deducted as a ‘flat rate’ from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day. Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time. #p#分页标题#e#
Extension of Due Date for Submission of Assessment Task
Special Consideration To apply for an Extension of Time to complete an assessment task, you must contact the Unit Coordinator in the first instance and not assume that the extension will be granted automatically. An ‘Application for Extension of Time for an Assessment Item’ form is then to be submitted PRIOR to the assessment due date and MUST only be used in the case of minor disruptions which prevent you meeting the assessment deadline. This form can be found at the end of this Unit Outline, on the School of Education Web vUWS site or can be obtained from outside the School Office on Penrith and Bankstown campuses.
NOTE: Extensions of time requests should normally be supported by documentary evidence (e.g., medical certificate). If an extension is granted, the Unit Coordinator will provide a revised due date and procedure for submission of the assessment task. Please refer to the Assessment Policy:
Students should notify the University when they have suffered misadventure, or have extenuating circumstances which means they have:
- been prevented from meeting an assessment deadline;
- performed below their usual standard during an assessment, including formal examinations;
- been unable to attend a compulsory component of their course;
- been unable to attend a formal (end-of-session) examination.
Please refer to the Special Consideration policy:
http://www.ukassignment.org/daixieAssignment/Assignmentgeshi/
- The University has specific criteria, requirements (e.g. supporting documentation) and set deadlines for applying for ‘Special Consideration’ and students are strongly encouraged to read the policy.
Return of Assessment Material The Lecturer will return assignments in class as soon as they are marked. If there are no classes (in the case of an end of session assignment), the lecturer will give the class a venue and time that the assignments can be collected. Assignments can only be collected from the campus in which the unit has been taught and/or the School has offices (Bankstown and Penrith). Alternatively an appropriately sized self-addressed stamped envelope can be attached to your assignment upon handing in, and your marked assignment will be returned to you via post.
NOTE: Student Assignments will not be left unsupervised in boxes or bundles for collection, where students can view the assignments of others. Viewing by other students would be found to be unauthorized access under the privacy principles of the Privacy and Personal Information Protection Act 1998.
FINAL GRADES SCHEDULE
Grade Notation Percentage Descriptors
High Distinction H 85-100 Work of outstanding quality, broadly speaking, which may be demonstrated by means of criticism, logical argument, interpretation of materials or use of methodology. This grade may also be given to recognise particular originality or creativity. #p#分页标题#e#
Distinction D 75-84 Work of superior quality demonstrating a sound grasp of content, together with efficient organisation and selectivity.
Credit C 65-74 Work of good quality showing more than satisfactory achievement.
Pass P 50-64 Work showing satisfactory achievement
Satisfactory S Student has met defined criteria at an appropriate level within a specified time. Only used for ungraded assessments
Fail F 0-49 Unsatisfactory performance. (also refer to Conceded Pass.)
Unsatisfactory U Student has not met defined criteria at an appropriate level within a specified time. Only used for ungraded assessments.
Practicum Fail PF Student has failed to satisfy criteria for practicum assessment and will not progress further in the unit (and course if the unit is compulsory.
A PF grade must be approved by Head of School and submitted with supporting documentation.
Withdrawn (without academic penalty) W Student provides evidence of serious illness or misadventure experienced after the relevant census date.
Absent - Fail AF Student has not officially withdrawn from the unit and has failed to complete one or more of the compulsory assessment requirements for the unit;
Continuing Y Unit continues over more than one teaching session (including non standard teaching sessions) and final assessment has not been made.
Temporary grades
(32) All temporary grades should be finalised before the main HECS/PELS Census Date following the initial application of the grade. Where a result is not finalised within the timeframe, an E grade (fail discontinued) will be recorded. In certain circumstances an I grade or N grade may continue past the relevant HECS/PELS Census Date when approved by the Head of School. The outstanding result will be finalised by the end of the next teaching period.
ADMINISTRATIVE GRADES
Grade Notation Percentage Descriptors
Fail - discontinued E A student has withdrawn from the unit after the relevant census date without authorisation.
Incomplete I Assessment tasks incomplete due to illness or misadventure.
Deferred Exam J Due to illness or misadventure, with formal approval granted for the student to sit an alternative to the formal scheduled exam.
Result Pending N Grade still to be finalised.
Re-assessable Fail R Re-assessable fail (with the provision for further assignment or other work), which must be converted to Pass (including Conceded Pass) or Fail.
Academic credit – Specified K Academic credit for specified core or elective units.
Academic credit – unspecified L Academic credit for non specified core or elective units #p#分页标题#e#
Aegrotat Pass Z Awarded on compassionate grounds because of inability to complete unit.
(33) GPA:- refer to the Graduation Policy Part D Cumulative Grade Point Average.
Section D: Assignment Cover Sheet (attached)
Section E: Important Information, Policies and Procedures for Students
This information is to be read and applied in conjunction with each unit outline of your course.
The “Current Students” page of the UWS web site http://www.uws.edu.au/students contains many important links, including:
Student Administration http://www.uws.edu.au/students/stuadmin: This site contains much of the information necessary for the administration of your course throughout your study at UWS;
Student Support Services http://www.uws.edu.au/students/ods: This site is a useful resource for students and a hub for coordinating developments to improve your university experience.
e-learning http://www.uws.edu.au/students/onlinesupport: This is your entry to all aspect of e-learning at UWS
Students with a disability should visit: http://www.uws.edu.au/students/ods/disabilityservice
Course and unit rules http://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements: This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured.
Policies http://www.uws.edu.au/policies/masterlist.php: This site includes the full details of policies that apply to you as a UWS student.
Important Policies Affecting Students
• Assessment and Examinations Policy
• Assessment Practice – Fundamental Code
• Academic Misconduct Policy (see extract of the policy below under the heading "What is Academic Misconduct?")
• Non-academic Misconduct Policy
• Enrolment Policy (includes a section on the UWS Student Email Account)
What is Academic Misconduct?
Academic Misconduct may involve one or more of the following:
Plagiarism
Plagiarism involves submitting or presenting work in a unit as if it were the student's own work done expressly for that particular unit when, in fact, it was not. Most commonly, plagiarism exists when:
a. the work submitted or presented was done, in whole or in part, by an individual other than the one submitting or presenting the work;
b. parts of the work are taken from another source without reference to the original author; or#p#分页标题#e#
c. the whole work, such as an essay, is copied from another source such as a website or another student's essay.
Acts of plagiarism may occur deliberately or inadvertently
a. Inadvertent plagiarism occurs through inappropriate application or use of material without reference to the original source or author. In these instances, it should be clear that the student did not have the intention to deceive. The University views inadvertent plagiarism as an opportunity to educate students about the appropriate academic conventions in their field of study.
b. Deliberate plagiarism occurs when a student, using material from another source and presenting it as his or her own, has the intention to deceive. The University views a deliberate act of plagiarism as a serious breach of academic standards of behaviour for which severe penalties will be imposed.
Collusion
Collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic misconduct with others.
Cheating
Cheating includes, but is not limited to:
a. dishonest or attempted dishonest conduct during an examination, such as speaking to other candidates or otherwise communicating with them;
b. bringing into the examination room any textbook, notebook, memorandum, other written material or mechanical or electronic device (including mobile phones), or any other item, not authorised by the examiner;
c. writing an examination or part of it, or consulting any person or materials outside the confines of the examination room, without permission to do so;
d. leaving answer papers exposed to view, or persistent attempts to read other students' examination papers; or
e. cheating in take-home examinations, which includes, but is not limited to:
(i) making available notes making available notes papers or answers in connection with the examination (in whatever form) to others without the permission of the relevant lecturer;
(ii) receiving answers, notes or papers in connection with the examination (in whatever form) from another student, or another source, without the permission of the relevant lecturer; and
(iii) unauthorised collaboration with another person or student in the formulation of an assessable component of work
For the full definition of academic misconduct and the consequences of such behaviour, students are advised to read the Academic Misconduct policy in its entirety, refer to: http://policies.uws.edu.au/view.current.php?id=00051
Section F: Additional Information
Electronic Communication with
Students
All students enrolled at the University of Western Sydney are provided with an email address and have access to a student information web page on the university’s website. The University will use electronic communication to provide important information to students via their scholar email address ONLY (no private email addresses will be used) and the web page, and expects that students will check their email at least twice weekly to ensure they receive this information. Please see sections (13) through to (18) of the Enrolment Policy located at#p#分页标题#e#
http://policies.uws.edu.au/view.current.php?id=00019
The School of Education Disability Coordinators Penrith Campus – Dr Marilyn Kell ([email protected])
Bankstown Campus – Dr Prathyusha Sanagavarapu ([email protected])
Locked Bag 1797
Penrith South DC NSW 1797 Australia
College of Arts
School of Education
ASSIGNMENT COVER SHEET
Student Family Name:
Given Name(s):
Student Number:
Course Name:
Unit ID & Name: 101401/101402/101403 Secondary Method 2A / 2B / 2C
Campus Location: Penrith Tutorial Room, Day, Start Time:
Lecturer/Tutor:
Student Phone No: UWS Email: -
Assignment Title:
Date Due:
Note: If you have obtained an extension please attach the appropriate documentation.
DECLARATION:
I hold a copy of this assignment that I can produce if the original is lost or damaged. I hereby certify that no part of this assignment or product has been copied from any other student's work or from any other source except where due acknowledgement is made in the assignment. No part of this assignment/product has been written/produced for me by any other person except where such collaboration has been authorised by the subject lecturer/tutor concerned.
Signature:
Note: An examiner or lecturer/tutor has the right not to mark this assignment if the above declaration has not been signed.
YOU MUST CONFIRM WITH YOUR LECTURER/TUTOR IF THE OPTIONS LISTED BELOW PERTAIN TO YOUR UNIT.
I would like this assignment returned. • Yes • No (It can be destroyed)
RETURN OF ASSESSMENTS
I would like feedback from academic staff. • Yes • No
I have attached a self-addressed, postage paid envelope. • Yes • No
I will pick-up this assignment as per arrangements outlined by the Unit Coordinator.
• Yes • No
Note: If you do not choose how your assignment is to be returned to you it will be disposed of after the required period (1 month after assessment period for assessments below 50% and 12 months for assessments 50% & over)
怎么写lesson plan？写lesson plan格式要求与lesson plan格式范文提纲由留学作业网#p#分页标题#e#提供。本文点明了lesson plan的格式要求与写作分析。Student’s Signature Date submitted
Locked Bag 1797
Penrith South DC NSW 1797 Australia
College of Arts
School of Education
APPLICATION FOR EXTENSION OF TIME FOR
AN ASSESSMENT ITEM
This form is to be submitted PRIOR to the assessment due date and MUST only be used in the case of minor disruptions which prevent you meeting the assessment deadline.
Student Name: Student ID:
UWS Student Email: Student Phone:
Unit Name:
Unit Number: Lecturer/Tutor:
Assignment Title:
Reason for Application:
Formal Evidence Submitted (eg. Medical Certificate): Yes No
(please attach any certificates related to this application)
Student’s signature: Date:
This application has been considered and extension of time:
Has been approved until which has been negotiated as the new due date.
Has NOT been approved.
Lecturer’s Name: Signature:
(DETACH HERE)
RECEIPT ACKNOWLEDGEMENT
(Please attach to your assignment)
Student Name:
Unit Name:
Assignment Title:
Extension has been APPROVED and the new due date is:
Lecturer’s Name: Signature:
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