Assessment Task 1A:
Written teaching plan
Design and development of a written teaching plan
Due date: Wednesday 6th April 2022 at 11:59pm
Weighting: 30%
Word Count: 2400 words group plan (+/- 10%)
Assessment Purpose:
The teaching plan is the planning component for the education session that your work
group will present for Assessment Task 1B. You need to read the description for
Assessment Task 1B: Teaching session as part of your preparation for completing this task.
You will be required to allocate yourself to a work group of 4 students. Using one of the
available topics listed on Moodle, your work group will design and develop a teaching plan
for a 12 minute video recorded education session (which will include 10 minutes of content
relevant to the chosen topic and 2 minutes for the group’s self-evaluation of the teaching
session). You will be using Kaltura to create and present the education session.
Your audience will include 30 peers (3rd year nurses), who will undertake the education
session when it suits them.
You are emerging clinical leaders and, as such, expected to engage with your fellow group
members in a professional, respectful and inclusive manner and in accordance with the
expectations and standards of a registered nurse. Your ability to work well as a group is
essential to both Assessment tasks 1A & 1B. Your assessments will be submitted and
marked as a group.
Please refer to Moodle for instructions on how to set-up and allocate yourself to a group
and for additional tips and links to information on working effectively as a group.
CRICOS Provider No. 00103D
RTO Code 4909
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CRICOS Provider No. 00103D
RTO Code 4909
Assessment Description:
- As a group you must select a topic listed on Moodle by Wednesday 16 March
2022, 11:59hrs. Failure to do so will generate an academic performance notification
through formal university student academic progress notifications. - The teaching plan will be designed and developed as a group. Every aspect of
your plan needs to be well supported by literature and include the following
elements:
• Introduction – introduce the purpose and scope of the plan, the topic
selected, your audience and the teaching/learning context (approx. 200
words).
• Learner characteristics & learning context – identify and discuss the
learner characteristics you need to consider and the impact these could have
to the teaching/learning session. Describe how you plan to assess the
learning needs of the learners (approx. 300 words).
• Teaching & learning theories – identify the teaching and learning theories
you are using to underpin your teaching plan and discuss why these theories
are appropriate (approx. 300 words).
• Session aim/purpose & Intended learning outcomes – provide a clear aim
or purpose of the education session and 3 – 4 intended learning outcomes
(ILO) that clearly demonstrate the desired level of learning appropriate for the
timeframe. Remember that this teaching session is about educating your
peers on how to teach a student a particular topic (approx.100 words).
• Content and teaching strategies – in this element please include the
following (approx. 500words):
▪ Outline each element of the planned content. You need to include
content that helps your peers to learn how they can teach a student in
the clinical environment.
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CRICOS Provider No. 00103D
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▪ State the amount of time you plan to spend on each element of content
and explain why your timeframe is appropriate.
▪ Describe the teaching strategies, learning activities and supportive
learning resources you plan to use to teach your audience.
• Session Plan – using the template below, and in point form, summarise the
planned content, teaching strategies and learning activities described above.
This session plan will be used as your running sheet for your teaching session
in Assessment Task 1B (approx. 100-200 words).
Content in
sequence
Planned activity & teaching
strategy
Resources for
teaching & learning
Facilitator Time
List the content/ topic
you will be including
in each section
List the teaching strategies and
learning activities you intend to
use for each section.
List resources you will
use to undertake the
activity and any
resources to support
learning.
Name of the
group
member
facilitating
each
section.
Provide
timeframe
for each
section.
• Learner Assessment – describe how you plan to assess the learning achieved by
the learners (approx. 300 words).
• Session Evaluation – describe how you plan to evaluate the session from the
learner’s perspective, impact on care outcomes or professional practice, and as a
teaching team (approx. 300 words).
• Conclusion – provide a summary of the plan and the purpose of having a teaching
plan (approx. 200 words).
• Statement of Team Collaboration – this is a short statement about group members’
participation and collaboration in the development of the plan, including specific
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CRICOS Provider No. 00103D
RTO Code 4909
details of how the work was distributed across the team (this statement is not
included in the word count but does contribute to the final mark).
Group issues:
• Your group should regularly meet to share and discuss work with each other in open
and honest communication, being RESPECTFUL and PROFESSIONAL at all times.
It will be helpful to create a group chat and set up meetings via an online platform
such as Microsoft Teams, where you can share your work.
• Each group should designate a leader, but then take turns leading the group if the
group leader is unable to due to health issues. NB. The leader should not be
expected to do more work than other members. Their role will be to ensure
submission to Moodle and monitor fair allocation of tasks.
• As a group, you should consider the strengths and weaknesses of each group
member and divide up work accordingly.
• If your group is not functioning effectively, you must attempt to solve the issue by
communicating openly with one another and develop strategies to resolve this and
any other potential points of conflict.
• If issues continue and cannot be resolved, moderation should occur with the campus
course coordinator and the group leader. Members need to email the campus
coordinator early in the semester to raise concerns. If behavioural and participation
concerns are evidenced by other students, then the course coordinator will mediate
and review the performance of individuals concerned and make recommendations.
The coordinator will require written documentation of issues to support the
contention, and consideration is at the course coordinator’s discretion.
• If a group member leaves the course, please contact your Course Coordinator as
soon as possible to negotiate an alternative plan
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CRICOS Provider No. 00103D
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Assignment Submission:
• The written teaching plan shall be submitted by the GROUP LEADER of the group
only, (Moodle will migrate the assignment to others in the group).
• The entire group will be awarded the same mark for the work submitted, so fair
division of work is your responsibility. It is recommended that you develop a formal
contract of communication with group members, keep a record of who is responsible
for agreed work, and record all formal communication in English between group
members. This does not need to be submitted with your plan but may be called upon
if there are any group concerns about fair engagement (this will be requested by the
course coordinator).
• It is recommended that a screen shot is taken from the Moodle submission link and
sent to your other group members to confirm submission when submission has been
accepted/successful.
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Marking Rubric Assessment 1A:
NURBN3031 Assessment task 1 – Written Teaching Plan Rubric
10 Marks 8 Marks 6 Marks 4 Marks 2 Marks 0 Marks
Structure of Plan/Research
& Referencing
Teaching plan structure and
arguments are logically
organised with introduction
and conclusion. Correct
spelling, grammar and
punctuation used.
Appropriate use of discipline
specific academic language
with correct typography and
formatting.
Selection of at least 8
relevant and current peer
reviewed sources using
correct APA (7th Ed) style intext and reference list
citations are fully present
with no errors. (10 marks)
Concise and logical
structure that is easy to
follow and understand.
Formal academic
writing style applied
with no grammatical,
spelling, typographical
or formatting errors.
More than 8 relevant
peer reviewed
references using correct
APA (7th Ed) style with
no errors.
Clear logical structure
that is easy to follow
and understand. Formal
academic writing style
applied with a few
grammatical, spelling,
typographical errors
and/or formatting
errors.
8 relevant peer
reviewed references
using correct APA (7th
Ed) style with no errors.
The structure is generally
logical and easy to follow,
though some paragraphs are
unclear. Occasional parts of
the text could be more
clearly expressed, or with a
more formal tone. There are
minor grammatical, spelling
errors, typographical and/or
formatting errors.
8 peer reviewed sources.
One or two references are
not current or very relevant
with a few errors noted in
APA (7th) style.
The structure is
sometimes logical, though
some paragraphs are
unclear. Many parts of the
text could be more clearly
expressed. The tone is
informal. There are
numerous grammatical,
spelling errors,
typographical and/or
formatting errors.
Less than 8 peer reviewed
sources. More than two
articles are not current,
reputable or relevant with
numerous errors noted in
APA (7th) style.
The structure is
awkward, difficult to
follow and tone is
informal. There are
numerous grammatical,
spelling, typographical
errors and formatting
errors. The tone is
informal and not
academic.
Less than 8 peer
reviewed sources. Many
references are not
reputable, current, or
relevant with numerous
errors noted in APA (7th)
style.
No evidence
of structure/format as per
submission requirements.
No references that are
reputable, current,
extensive or credible.
Incorrect APA (7th) style.
Content – Learner
considerations
Identifies and discusses
relevant learner
characteristics and other
factors that may impact the
learning/teaching situation.
(10 marks)
Concise and detailed
description of relevant
learner characteristics
and other factors that
may impact the
learning/teaching
situation.
General description of
relevant learner
characteristics and
other factors that may
impact the
learning/teaching
situation.
Limited description of
relevant learner
characteristics and other
factors that may impact the
learning/teaching situation.
Poor description and
relevancy of learner
characteristics and other
factors that may impact
the learning/teaching
situation.
Awkward and overall
inaccurate description
and relevancy of learner
characteristics and
other factors that may
impact the
learning/teaching
situation.
No description of learner
characteristics and other
factors that may impact
the learning/teaching
situation.
Content – Learner
considerations
Description of the approach
to assess learning needs of
the learner(s) is appropriate
for the learner and
teaching/learning situation.
(10 marks)
Concise and detailed
description of approach
to assess learning needs
that is appropriate for
the learner and
teaching/learning
situation.
General description of
approach to assess
learning needs that is
appropriate for the
learner and
teaching/learning
situation.
Limited description of
approach to assess learning
needs that is partially
appropriate for the learner
and teaching/learning
situation.
Poor description of
approach to assess
learning needs that is
inappropriate for the
learner and
teaching/learning
situation.
Awkward description of
approach to assess
learning needs that is
inappropriate for the
learner and
teaching/learning
situation.
No description of
approach to assess
learning needs.
Content – Learner
considerations
The aim of the session,
desired level of learning
and learning outcomes are
clearly stated and
accurate. The planned
approach to assess level of
learning is supported and
appropriate for the
learning and
teaching situation.
(10 marks)
The aim, desired level
of learning, and learning
outcomes are outlined
using terms that are
Concisely stated and
accurate. The planned
approach to assess level
of learning is
appropriate for the
learning and
teaching situation and
very well supported.
The aim, desired level
of learning and learning
outcomes are clearly
stated and
accurate. The planned
approach to assess level
of learning is
appropriate for the
learning and
teaching situation and
well supported.
The aim, desired level of
learning and learning
outcomes are stated with a
few inaccuracies. The
planned approach to assess
level of learning is
appropriate for the learning
and teaching situation and
generally supported.
The aim, desired level of
learning and learning
outcomes are poorly
stated with numerous
inaccuracies. The planned
approach to assess level of
learning is not appropriate
for the learning and
teaching situation and
poorly supported.
The aim, desired level
of learning and learning
outcomes are
awkwardly stated and
overall inaccurate.
The planned approach
to assess level of
learning is
inappropriate for the
learning and
teaching situation.
The aim, desired level of
learning and learning
outcomes and planned
approach to assess level of
learning not provided.
Content – teaching
considerations
Outline of content, learning
activities &/or teaching
strategies and materials are
well explained, supported,
relevant and appropriate for
timeframe, context and
desired level of learning.
(10 marks)
Outline is concise, well
supported and is
relevant and
appropriate for the
context, timeframe and
desired level of
learning.
Outline that is
explained generally and
is supported, relevant
and appropriate for the
context, timeframe and
desired level of
learning.
Outline with limited
explanation that is mostly
supported, relevant and
appropriate for the context,
timeframe and desired level
of learning.
Outline that is poorly
explained with numerous
inaccuracies regarding
relevance and
appropriateness for the
context, timeframe and
desired level of learning.
Outline that is
awkwardly explained
and overall inaccurate
regarding relevance and
appropriateness for the
context, timeframe and
desired level of
learning.
No outline or explanation
provided.
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CRICOS Provider No. 00103D
RTO Code 4909
Content – Evaluation
considerations
Planned evaluation
approaches are appropriate
and will effectively evaluate
own performance, learner
evaluation and care
outcomes.
(10 marks)
Concise and detailed
discussion of planned
evaluation approaches
that are appropriate,
creative and will
effectively evaluate
own performance,
learner evaluation and
care outcomes.
General discussion of
planned evaluation
approaches that are
appropriate, creative
and will effectively
evaluate own
performance, learner
evaluation and care
outcomes.
Limited discussion with a few
inaccuracies regarding
planned evaluation
approaches that are
appropriate and effective in
evaluating own
performance, learner
evaluation and care
outcomes.
Poor and/or incomplete
discussion with numerous
inaccuracies regarding
planned evaluation
approaches to evaluate
own performance, learner
evaluation and care
outcomes.
Awkward and overall
inaccurate or
incomplete discussion
regarding planned
evaluation to evaluate
own performance,
learner evaluation and
care outcomes.
No discussion regarding
planned approaches.
Total marks /60
converted to
30% weighting /30