Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Ashley Whan | 2133840

Curriculum (Learning) Area of Lesson or Learning Task: food and nutrition (FN)
Specific Topic of Lesson or Learning Task:
Level/s: 8

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:

Learning Menu or Agenda
Choice Board
RAFT
Summative Assessment Task for Unit of Work
Lesson with Specific Adjustments for Students with Special Needs
Series of Tasks for Learning Centres or Stations
Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address

differences in student: Readiness
Interest
Learning profile preferences

Context (about 1 paragraph)

Class size: 20 students, 4 of which English is not their first language, 1 Gifted Student
Structure: Tiered Agenda Assignment, based on readiness suitable for students with special needs, or
learning difficulties
Lesson duration: 80 minutes

This task fits into a unit based within a year 8 Food and Nutrition topic, with a 6 week focus on Food around the
World. This lesson is delivered as the third lesson in the unit, after an introductory lesson to the class in regards to
expectations and obligations of Food and Nutrition, while also verbally assessing the class on their individual
readiness levels and prior knowledge in relation to different cultures cuisine and produce. The assignment is
introduced early as the different options component of the lesson follows with the structure of the assignment in
terms of understanding the differences between entres, meals, desserts and exploring why countries all have
different produce including Australia.
Therefore students are able to apply their knowledge, understandings and skills along the process and sequence of
the unit structure. This lesson students are given a summative assessment piece that they will have for the
following 3 weeks, within which they will be given class time to complete the assignment, but will most likely also
require to put some homework hours in to complete the task. With the knowledge gained from the pre-
assessment discussions this task was formed based on prior knowledge. The results showed that
majority of the class was very informed on western culture, however knew little about local or Australian
ingredients or produce Australia is renowned for. Students with a non-Australian speaking background

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knew more about produce from around the world and were able to connect countries to their associated
cultures dish. See Appendix 1 for the questions asked in the pre-assessement.

This task has been incorporated to engage and spark interest with the students.
This class has one gifted student and 4 students within the class do not have English as their first language,
therefore this task has no pre-requisites, no needed prior knowledge and can develop readiness levels, however it
is also designed that students can selected as many options as they desire. The requirements for this task allows
students to work creatively and present in a form best suited to their individual learning style. The gifted student
fits into the category The underground taken from Betts and Neiharts revised profiles of giftedness (Jarvis, 2014)
Students will be assessed on level their individual of research, creativity, facts and information and connection to
the KUDs.
Having students who do not speak English at home, meaning they are from different cultured back grounds can
develop their knowledge on the community and also deliver a insightful assessment that differentiated for student
interest and readiness.

Learning Objectives
As a result of engaging with the differentiated lesson or task, students will:

understand that (Concepts, principles, big ideas. Make sure your objectives are statements that work
in the form, Students will understand that)
Understand that different cultures use different foods and ingredients
Understand that different cultures prepare food differently
Understand the difference between local and sourced ingredients

Know (e.g. facts, vocabulary, dates, Be able to (do) (Skills, processes)

information)
Why the ingredients used in the dishes
are used (locally sourced)
Why it is considered a cultural dish
The difference between meals (entre,
meal, desert)
Why Australia has the produce it does
Prepare, deliver and critique a class
presentation, for example a presentation to
peers on tips for serving and eating food that
has been prepared sustainably with local
produce and be able to compare it to produce
from around the world (FN) (Adapted from
ACARA)
Explain the difference between local cuisine
and internationally sourced products
Present their findings in a creative manner

Essential Questions (These should help students engage with the big ideas or understandings)

Why do different countries and cultures prepare food differently?

What foods can you source locally?
Link the concepts and ideas to different cultures local ingredients?
How does knowing this benefit our knowledge on society?

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Differentiated Task
Assignment 1
FOOD AROUND THE WORLD
IMPERATIVES (You MUST do each of these)
1. Select a Country, brief insight into why you selected it
2. Give a detailed insight into the culture associated with the Country
3. Distance from Australia

Your choices to write about are:

You must pick minimum of 3 topics
(Why are these particular ingredients used, where are the sourced from, what makes the
ingredients into that certain meal)
Traditional ingredients used in dishes
Traditional Savoury Dish
Traditional Desert
Design a meal using local ingredients
Design a drink menu
What ingredients does Australia import or use
OR
Design a traditional 3 course menu, (entre, meal, desert) including a drinks menu

NEGOTIABLES
Choice of Presentation
Poster
Blog Page
Oral Presentation (Prezi, Powerpoint)
Pamphlet
If you have other ideas feel free to discuss them ASAP

OPTIONS
You must 1 to 3 options
Design a meal incorporating the cultural ingredients and local ingredients
List the local shops you can source the ingredients used for meals with a price guide
Investigate eating traditions connected to the country of your choice
Create a dish that could be served at the canteen using ingredients from your
selected culture
Redesign one of your dishes and use only Australian made products or versions of the
ingredient.

Culture, imperatives, negotiables and options must be selected by Week 3 to be

recorded
Due Date: Week 6 Tuesday (during double theory)

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 STUDENT NAME:

Rubric

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OVERALL GRADE:

COMMENTS:
Explanation:
This task was developed to connect with student diversity, interest and learning profile interests. This
learning task has been modelled on differentiated tasks by creating a selective agenda. While the core
content is required, students have the option to explore other options that best their individual learning
styles. Teachers should aim to have their classrooms always inclusive, both socially and academically, for
all students (Jarvis).
The formative assessment piece is incorporated into the learning within the unit. Within the planned
unit, different dishes from around the world, using different cooking practices and ingredients centre on
the theory work within lessons. The final formative assessment piece would consist of physically cooking
a different cuisine and preparing a recipe and a self evaluation reflection on the meal.
The main reasoning behind basing a unit around different cultures cuisines and local ingredients is this
class has 5 students, where English is not their first language, from different cultures to recently starting
school in Australia. This task was designed so prior knowledge can play effect, and therefore enhance
future learning by relation. An example of this is if a student had recently started at the school, after
moving from Korea. This student would be able to design and influence their individual learning by using
prior knowledge and researching new information in-regards to comparing it with Australian inspired
dishes. The assignment also offers the choice on the form of presentation or delivery of information. The
options given cater for different learning styles, while the assignment also gives the option to create
their own form of presentation if the desire.
The characteristics of the gifted student, show they perform well above average academically. However
can be extremely shy and reserved. Therefore an inclusive classroom attitude recommends that the
needs of all learners must be catered for, irrespective of their level of ability or disability (Foreman,
2014). Because of the characteristics and individual learning style this student posses, as the teacher I
would individually tier their assignment. Instead of a minimum of 3 options, I would suggest they try and
incorporate as many as possible into their assignment and discuss presentation options with them for
how best they would like to present. Perhaps they have a keen interest in IT and computer software,
and therefore created a video with their findings and sent the teacher the link to watch online. As
mentioned by Foreman, (2014) For students who are gifted and talented, curriculum enrichment will
help to make school more interesting and enjoyable. Process used to engage and develop gifted and
talented students by giving them access to more advanced curriculum and specialised activities related
to their interests and talents (Renzulli & Renzulli, 2010).
This assignment builds on a growth mindset, encouraging and influencing students to pick options or
negotiables from the task sheet that set a challenge or increase new knowledge. As educators a growth
mind-set can be encourage and reassured to the student by perhaps picking the harder option or just
picking one more option to execute.

The assignment is set out to resemble a check list. This is done for students who perhaps lack
organisation or remember best visually so they can mark off the negotiables and options they have
selected to do. This assignment sheet will be filled out twice, once for the student as a personal

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reference and another copy to be given back to the teacher for reference when checking in on student
progress and will be attached to the rubric when being marked.

Providing a rubric to students before the start the assignment is an essential, however sometimes
inadequate, concept to enhance their individual learning. As stated by McTighe, J., & O'Connor, K.
(2009) even the most experienced teachers can have a clear conception of what they mean by quality
work, however that does not mean that students don't automatically have the same contextual
understanding in regards to what is expected within the assignment.
Therefore literature shows that students will better understand clear feedback and assignment
evaluations when teachers are to present different examples on previous work that can demonstrate
both exceptional and also poor work. These ideas can enhance learners to translate the rubric's abstract
language into more explicit, concrete, and therefore understandable terms they can relate to (McTighe,
J., & O'Connor, K, 2009). Therefore this will also be implemented into the introductory lesson, when the
assignment is given out to the students. Well-planned rubrics link the significant ideas, within a product
or performance and guide educators in evaluating other student work. Literature shows that when a
whole-school, implement and use common themed rubrics, results and evaluations prove to be more
consistent, as the expectations and performance criteria dont change with educators . Classroom
assessment and grading practices have the potential not only to measure and report learning but also to
promote it (McTighe & O'Connor, 2009).

References
ACARA. (2012). The shape of the Australian curriculum: Health and physical education.Australian
Curriculum, Assessment and Reporting Authority, 1-32. Retrieved from
http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_Health_and_Physical_
Education.pdf

Foreman, Phil 2014, 'Introducing inclusion in education', in Foreman, Phil & Arthur-Kelly, Michael (eds.), Inclusion in
action, 4th edn, Cengage Learning Australia, South Melbourne, Vic., pp. 2-46.

Jarvis, Jane M 2014, 'Supporting diverse gifted students', in Hyde, Merv, Carpenter, Lorelei Rita & Conway, Robert
NF (eds.), Diversity, inclusion and engagement, 2nd edn, Oxford University Press, South Melbourne, Vic., pp. 297-
315

McTighe, J., & O'Connor, K. (2009). Seven practices for effective learning. Kaleidoscope: Contemporary and Classic
Readings in Education, 174.

Renzulli, J. S., & Renzulli, S. R. (2010). The schoolwide enrichment model: A focus on student strengths
and interests. Gifted Education International, 26(2-3), 140-156.

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Appendix 1
Pre assessment Questions

List 5 cooking ingredients Australia is known for around the world

1. ____________________

2. ____________________

3. ____________________

4. ____________________

5. ____________________

What kind of country would you connect with the following dishes
Lamb Korma
Traditional Fried Rice
Apple Pie
Pho
Bratwurst

What produce is Australia lucky to have?

Why is it important to buy and shop locally?

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