Assessment Brief EDUC5003 Teaching and Learning Literacy and Numeracy in Context

Assessment Brief EDUC5003 Teaching and Learning

Literacy and Numeracy in Context

Task Summary

Task Rationale

This section describes the purpose of the assessment task (the ‘why’).

The purpose of the task is to develop both your understanding of the role of literacy in Australian education, and application of the analysis and teaching practices you will use to facilitate your students’ achievement of it. Scaffolded literacy development is an essential part of all learning across the curriculum, so this task is directly relevant to all areas of your future professional practice.

Task Description

This section provides a brief description of the assessment task (the ‘what’).

You will present a theory-based explanation of the role of literacy learning within education, highlighting the importance of ensuring all students are supported across the curriculum to achieve the highest levels of literacy possible. Embodying this essential practice, you will analyse a student work sample and draw upon the Australian Curriculum (V9) General Capability: Literacy to determine the literacy levels evidenced (make sure you make reference to the Version 9 curriculum). Next, you will develop a literacy teaching plan to extend the literacy capabilities of a hypothetical group of students.

Task Instructions

This section provides step-by-step task instructions (the ‘how’).

You will complete three components: an explanation, an analysis, and a teaching plan. These will be completed using the template provided and uploaded to TurnItIn as a single document.

Part A: Explanation of the Role of Literacy Learning within Education (700 words ±10%)

Why do we teach literacy? Explain the role of literacy learning within contemporary Australian education. Your explanation must:

• Be in written (paragraph) form.
• Be specific to your future teaching context (Primary / Secondary).
• Consistently integrate high-quality and relevant academic literature to support your explanation, including the unit’s key readings.
• Be clear and present specific points (avoid generalisations).
• Include discussion about the curriculum-wide relevance of literacy learning.
• Include discussion about how literacy capabilities are relevant both to students’ learning within school, and life beyond school.
• (Optionally) connect to the relevant Australian Professional Standards for Teachers.

Part B: Analysis of Student Literacy Capabilities (700 words ±10%)

How do we know our students’ literacy capabilities? Analyse the literacy capabilities evident within a student work sample. Your analysis must:

• Be in written (paragraph) form.
• Use the Australian Curriculum (V9) General Capability: Literacy to determine the student’s literacy levels.
• Explicitly identify the literacy Element(s) and Sub-element(s) that your analysis is focusing on (these should be the ones most relevant to the selected work sample).
• Explicitly identify the literacy Level(s) within the Sub-element(s) that are evidenced, and what part(s) of the sample evidence them.
• Identify both strengths and areas for future targeted teaching evident in the sample.
• Consistently integrate high-quality and relevant academic literature to support your discussion, including the unit’s key readings.

Part C: Teaching Plan for Literacy (600 words ±10%)

How do we develop our students’ literacy capabilities? Pretend that the student work sample analysed in Part B is representative of those produced by about a third of the students in your (hypothetical) class, and that these students have similar literacy needs to those of the student who produced the sample. For the purposes of this task, it can be assumed that these students also need support with all elements of their literacy; not just those elements that can be identified from the work sample. Present an outline for how specific literacy skills can be taught to this group of students within your hypothetical class. Your teaching plan must:

• Be completed in the table (see the template).
• Explicitly identify the Year Level that this teaching will be delivered to.
• Explicitly identify the Key Learning Area (e.g., English, Geography, PDH/PE, Science, etc.).
• Explicitly identify a Content Descriptor from within that Key Learning Area (code and statement).
• Succinctly explain the focus of the lesson (aligned to part / all of the Content Descriptor).
• Explicitly identify the Australian Curriculum (V9) General Capability: Literacy Element, Sub-element, and Level Statements that will be integrated within this learning (use a row for each different Element / Sub-element / Level Statement heading grouping). These must represent achievable challenges for your students.
• Explain the specific teaching and learning strategies that will be used to achieve the identified Literacy learning, within the larger Key Learning Area learning (focus on the literacy learning, but ensure it is clear how this fits within the larger learning experience). Include examples of specific foci (e.g., spelling, vocabulary, punctuation, grammar, expressive technique, etc.) and some use of teaching resources (e.g., model texts, scaffolds / templates, classroom wall charts, etc.).
• Explicitly identify opportunities for collaborative learning. Explain how the literacy learning can integrate pair, group, or whole class interactions that will boost learning and engagement.
• Explicitly identify digital technologies that can be used to enhance the literacy learning (noting that watching a video is not an example of meaningful digital technology use).
• Integrate high-quality and relevant academic literature to support your planning decisions, including the unit’s key readings.

Formatting and style

• Use Arial or Calibri font and 1.5 line spacing – see SCU QuickGuides for formatting guidance.

Referencing

• You may elect to integrate sources from beyond the unit, however this is not required. Note: if you do integrate sources from beyond the unit, this must be done in addition to drawing upon the key readings provided within the unit (not in place of).
• Adhere to APA 7th style throughout – see the SCU Library APA 7th referencing guide.

Task Submission

This section explains how you will submit your assessment.

Please note that you are required to use the Assessment Template. This unit provides a template for both Assessment 1 and Assessment 2 – ensure you use the correct one for each task.

Your assessment must be saved as a Word (DOCX) document. You must save your submission with a filename comprised of your curriculum / syllabus, surname and initial, and the unit and assessment number, e.g.:

• AC_Logan.M_EDUC5003_A1
• NESA_Logan.M._EDUC5003_A1
• WA_Logan.M_EDUC5003_A1

This document must be uploaded to TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the EDUC5003 Blackboard Site.

Please note: It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time. Turnitin no longer generates an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt – it is your timestamped proof of submission.

Academic Integrity

This section explains the rules surrounding academic integrity for this assessment task, procedures for safe compliance, and possible penalties.

At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the Academic Integrity webpage on the SCU website.

NOTE: Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling (if you are repeating the unit, do not recycle elements of a previously submitted assessment), misrepresentation, collusion, cheating, contract cheating, fabricating information.

At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the Assessment Item by the Unit Assessor.

LIMITATIONS WHEN USING GenAI:

GenAI may be used for this assessment within defined limits:

Generative Artificial Intelligence (GenAI) tools (e.g., ChatGPT) may be used within defined limits for this assessment. You may use GenAI to help guide you in the process of completing your assessment work, but not to write your assessment (in part or full). Think of it as a tool, much like the SCU library or a conversation with a knowledgeable colleague: a quick way to access information or an AI tutor to help answer your questions. As such, you can use GenAI to help guide your research, ask questions to help to clarify your understanding, brainstorm preliminary ideas, get feedback on your ideas, and clarify concepts.

Remember, just as if you Googled something, you still need to evaluate the information to determine its accuracy and relevance. GenAI can and does produce biased and false information. You must find reputable scholarly sources to support any of the ideas generated. This is a requirement for this assessment. Importantly, you cannot include content generated by GenAI in your assessment (even if you have paraphrased, summarised, or quoted the output) – instead, use that content as a stepping-stone towards finding the relevant and reputable academic literature needed for your assessment.

You may use Grammarly Premium to help you undertake simple editing to improve the spelling and grammar of your written work.

ACKNOWLEDGING GenAI:

If you use GenAI tools, you must use these ethically, acknowledge their use, and keep evidence of how they were used. For general guidance on what this means, consult the Learning Zone resources Acknowledging and Referencing Generative Artificial Intelligence (GenAI) use and Build your skills using GenAI – PAIR Framework. The SCU Library Guide – GenAI can also help you develop your AI literacy skills.

If you use any GenAI tools (including Grammarly Premium and Copilot), you must acknowledge this usage. In this unit, you do this by including the SCU acknowledgement statement on the cover page of your assessment submission, ticking the appropriate boxes, and completing the table (if relevant).

Importantly, if you use GenAI in this unit, you are also required to include an appendix as the final page of your Assessment submission, in which you clearly document the prompts you provided to these tools and the responses they generate in return (screenshots are acceptable). If no GenAI tools are used in the completion of your assessment, no appendix is required.

If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools beyond the defined limits or without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

MEASURES FOR ENSURING COMPLIANCE:

Based on the Assessment, Teaching and Learning Procedures, Section 3 (clause 16), the following steps may be taken to verify your compliance with the defined limits of GenAI usage in this assessment:

• Invited to attend a Zoom meeting with the Unit Assessor and asked to share your understanding of the assessment task/s and associated concepts; and/or
• Invited to share an explanation of the processes and a list of any digital tools that were used.

This should not be considered an accusation of wrongdoing; however, if there is an unsatisfactory outcome, a formal academic integrity breach may be lodged for further investigation.

SUGGESTED PROCEDURAL SAFEGUARDS FOR STUDENTS:

The following are suggestions to safeguard yourself if you are asked to demonstrate your compliance with the assessment conditions:

• Ensure your use of GenAI is within the defined limits for this assessment task before using it.
• If you are not sure, ASK the Unit Assessor prior to using the digital tool.
• If you use GenAI tools for learning, ensure that you DO NOT copy and paste entire sections of text. You may take the ideas but cannot copy.
• Keep a list of the digital tools and applications that you used to complete this assessment, and clear evidence of exactly how you used it (see the above GenAI may be used for this assessment within defined limits section of this document for more details).
• Take screenshots of your progress when completing your assessment (undertaking research as well as writing), include the date and e in the screenshot. Save these in case they are required.

Special Consideration

This section explains the procedure for applying for a Special Consideration Assessment Extension.

Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via the MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. To apply – see SCU Special Consideration.

For further information, please refer to the Special Consideration section of the relevant SCU Policy.

Late Submissions & Penalties

This section explains the rules relating to assessments submitted after the due date.

According to SCU Policy, late penalties apply. Except when special consideration is awarded, late submission of assessment tasks will automatically lead to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached:

• A penalty of 5% of the total available marks for the assessment task will be deducted from the awarded mark at one minute after the time listed in the due date.
• A further penalty of 5% of the total available marks for the assessment task will be deducted from the awarded mark achieved on each subsequent calendar day until the mark reaches zero.

For more information, see the Assessment, Teaching and Learning procedures policy.

Grades and Feedback

This section explains how your assessments will be marked.

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Gradebook section on the Blackboard Ultra unit site. Please allow 7 days (excluding public holidays) for marks to be posted. Usually, an Announcement will be made on the unit site’s homepage when grades are made available.

Task Rubric

Description of SCU Grades

High Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.