Planning for teaching and learning in senior secondary subjects

 

Teachers plan units of work and assessment to align with senior syllabus subject requirements .The curriculum framework (syllabus) informs the development of senior subject programs. This task requires you to utilise the 2019 QCAA Year 11 and 12 General or Applied syllabus for your major teaching area (or other curriculum framework applicable to your Year 11 and 12 subject area) to develop a unit of work for a full school term (taken to be 8 weeks or 25-27hrs) using an appropriate teaching and learning plan template for the syllabus/curriculum framework. In addition, you are required to develop a lesson plan for three sequential lessons from the planned term that demonstrate how key knowledge and skills for the term of work will be taught. The final component of the task is to provide a justification for the decisions you made in the construction of the term plan of work, assessment task/s, lesson plans and chosen resources using scholarly and authoritative sources.

Select a 2019 QCAA General syllabus (or similar curriculum document for your state or territory) for your major Year 11 and 12 teaching area. Identify the unit objectives and subject matter organisation .
Identify the assessment requirements – techniques, marking criteria/standards that will be used to assess student achievement.
Select a term in either Year 11 or Year 12 that you will plan and prepare to teach.
Develop a plan for the school term (8 weeks or 25-27hrs, excluding public holidays, exam blocks and other interruptions to school routines).
Create lesson plans for three sequential lessons from the term plan.

Sample Solution

Mundlak, 1961; Griliches, 1986). The theoretical base of the paper is derived from three fundamental paradigms of marketing and strategy domain: Market based view of the firm (MBV) and the Resource based view of firm (RBV) and Schumpeterian view of entrepreneurship. MBV implies that firm’s sources of market power explain its relative competitive advantage. However it was researched that market power and market knowledge alone cannot explain firm’s superior advantage. (Caves & Porter 1977; Porter 1980, 1985, 1996; Peteraf & Bergen 2003). Market based view (market orientation) and the resource based view (firm market capabilities) may be strong correlates but cannot on its own explain firm competitive advantage. What the firm needs is the optimum interaction effect of both which has propensity to bestow sustainable competitive advantage to the firms (Bruni and Verona 2009; Cavusgil et al. 2007; Dacko et al. 2008; Fang and Zou 2009; Morgan 2012) have introduced and explained the term ‘dynamic marketing capabilities’ (DMCs) and identified various marketing mechanisms that contribute to sustainable competitive advantage. However in case of highly uncertain environments, the predictive power of even dynamic marketing capabilities on sustaining competitive advantage and holding market leadership positions is challenged. In turbulent as well as hypercompetitive environments the entrepreneurial proclivity of the firm provides augmented momentum thus providing ability to amplify and sustain firms’ competitive advantage. To capture the above ideas following model has been proposed by authors in the form multi-layered capability structure and its effect on sustainability of competitive advantage.

Table 1: Integrative model displaying amplification of competitive advantage with three layers of capability formation

Management researchers have conferred paramount importance to the fundamental understanding of the key role of marketing function in enabling firms to create and sustain competitive advantage (Kozlenkova et al. 2013; Morgan 2012). To conceptualize a product/service offering that will provide customers with superior value, a manager must be knowledgeable of the market they intend to serve (Narver and Slater, 1994). Along with market knowledge the firm also needs to be endowed with stock of or have access to a broad array of resources (Mahmoud and Kastn

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