School of Education

Faculty of Education

ESH120

Personal and Professional Numeracy

12.5%

Unit Outline

Dr Robyn Reaburn

CRICOS Provider Code: 00586BU

ESH120 Unit Outline Version: 01-16

Contents

Contact Details...........................................................................................................................3

Course Philosophy Statement and Course Learning Outcomes.................................................4

Graduate Quality Statement.......................................................................................................4

Unit Description.........................................................................................................................5

Changes Made to This Unit........................................................................................................5

Learning Outcomes for ESH120................................................................................................5

Prior Knowledge &/ or Skills.....................................................................................................6

Learning Resources Required....................................................................................................6

Details of Teaching Arrangements.............................................................................................8

Literacy & Numeracy Competency Tests..................................................................................9

Unit Schedule...........................................................................................................................10

Assessment Alignment for ESH120.........................................................................................11

Assessment for ESH120...........................................................................................................13

How Your Final Result is Determined.....................................................................................17

Requests for Extensions...........................................................................................................17

Penalties...................................................................................................................................17

Review of Results and Appeals................................................................................................17

Academic Referencing.............................................................................................................18

Plagiarism.................................................................................................................................18

Academic Misconduct..............................................................................................................19

Information Essential to all Units............................................................................................19

Useful Websites.......................................................................................................................19

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Contact Details

Unit Coordinator/ LecturerName: Dr Robyn Reaburn

Campus: Newnham

Email: Robyn.Reaburn@utas.edu.au

Phone: 03 63243057

Room number: A223

Consultation hours: 10am to 12 noon WednesdayEmail at any time

Course Coordinator

Click on the link below to view Course Coordinators’ contact details (Education courses only).

http://www.utas.edu.au/education/student-resources/course-coordinators-and-support-staff

** For all other specific contact details related to this unit (e.g., Tutors, Administrative staff, Student Adviser), please refer to the unit content in MyLO.

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Course Philosophy Statement and Course Learning OutcomesThe Faculty of Education has developed Course Philosophy Statements and Course Learning Outcomes for each course. The course philosophy underpins every aspect of learning and teaching and ensures our courses are consistent, relevant and compliant with accrediting agencies’ and professional standards. This ensures a holistic approach to the discipline and robust curriculum alignment. The course philosophy and course learning outcomes are reviewed annually to ensure continual improvement, renewal and currency. The principles embedded in these documents reflect our commitment to leading practice nationally and internationally in the content, design and delivery of curriculum in a higher education context.

Please visit the link below to find the Course Philosophy Statement and Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

Graduate Quality StatementThe University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Please visit the link below to find out how this Graduate Quality Statement is mapped to the Course Learning Outcomes for your course (Education courses only): http://www.utas.edu.au/education/learning-and-teaching/student-resources/policies-and-procedures/course-philosophy

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Unit DescriptionThis unit is the foundation mathematics and numeracy unit for the Bachelor of Education. It provides an opportunity to reflect upon and to develop understanding of concepts that are central to mathematics curricula; to consider the cross-curricula implications and opportunities afforded by these topics; and to develop quantitative literacy understandings that will enable you to be an informed professional. Foci of the unit include the development of a critical orientation to presentation of numeracy concepts in the media, and an appreciation of the importance of quantitative understandings to the personal and professional lives of all teachers.

Changes Made to This UnitThe Faculty of Education is committed to the improvement of all units and courses and welcomes the perspectives of students, including insights gained through the University’s student evaluation of teaching and learning (eVALUate). In light of this feedback, the following changes have been made to this unit to improve student learning:

Some of the lectures have been updated in regards to current issues in the media.

Learning Outcomes for ESH120On successful completion of this unit, you will be able to:

1. Demonstrate knowledge and understanding of mathematics underpinning critical numeracy.

2. Identify, analyse, evaluate and reflect upon critical numeracy situations in media reports and other contexts relevant to different curriculum areas.

3. Complete, analyse and reflect upon an educational numeracy activity.

4. Analyse the quantitative knowledge involved in personal and professional decision making.

5. Demonstrate literacy skills in presenting evidence, including relevant literature, to support arguments about issues related to personal and professional numeracy.

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Prior Knowledge &/ or SkillsAs a student in this unit you will be encouraged to be an active participant in your own learning. Your life experiences will be valued and drawn upon within your studies. Work submitted for assessment in this unit may draw on knowledge and skills that you can reasonably be expected to have acquired before enrolling in this unit, or in the course. This includes knowledge of appropriate communication, information literacy, analytical, critical thinking, and problem-solving skills. You are encouraged to take responsibility for further developing these skills and applying them to professional contexts. These skills and attitudes are those you will need as a teacher, and to experience personal achievement.

There are no pre-requisites for this unit, but it is expected that you are familiar with mathematics to the level of Year 10.

Learning Resources RequiredLibrary

Reading ListsReading Lists provide direct access to electronic readings and provide an easy way to find material on Reserve set by the Unit Coordinator for a particular unit. To access Reading Lists please go to http://rlms.utas.edu.au/erl/. The article by Griffin will need to be accessed directly from the web. Anderson, J. (2009). Using NAPLAN items to develop students’ thinking skills and build

confidence. Australian Mathematics Teacher, 65(4), 17-23.

Australian Association of Mathematics Teachers. (n.d.). Policy on numeracy in schools. Australia: Australian Association of Mathematics Teachers Inc.

Clarke D. (2005). Written algorithms in the primary years, undoing the good work? In Making mathematics vital: Proceedings of the twentieth biennial conference of the Australian Association of Mathematics Teachers. Sydney, AAMT. Retrieved from http://www.ictbin.com/ed/numeracy/lenah/clarke.pdf

Griffin, M. (2012, October 6). Parents + kids + maths = trouble. The Age. Retrieved from http://www.theage.com.au/opinion/society-and-culture/parents--kids--maths--trouble-20121005-274w4.html

Steen, L. (2007). Every teacher is a teacher of mathematics. Principal Leadership, 7(5), 16-20.

Required ReadingsRequired Readings are set by the Unit Coordinator as readings that are essential for this unit. Students need to buy these texts as they will be a useful resource throughout your study and your future teaching practice.

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Blastland, M., & Dilnot, A. (2008). The tiger that isn’t: Seeing through a world of numbers. London: Profile Books.

N.B. There are other editions (including Kindle) available. Any of these are acceptable.

Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stanford, CT: Cengage learning. **Please note that there is no requirement to purchase the Perrin text if you already have the previously required Faigley text.

Early Childhood Readings

For students enrolled in the Bachelor of Education (Early Childhood) the following texts are required. It is also a recommended text for other Mathematics units:

Connor, J., & Neal, D. (2014). Maths and numeracy. An Everyday Learning Series Title: Volume 12, Number 2. Early Childhood Australia: Canberra, ACT.

Department of Education Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being & Becoming: The Early Years Learning Framework. Canberra, ACT.

Recommended ReadingsRecommended Readings are set by the Unit Coordinator as readings that will be useful for this unit to develop your knowledge and understanding of teaching and course-specific content. If you are seeking sources of evidence to support your assessment work, you will find these readings a useful starting point. There is no requirement to buy these texts/materials.

University of Tasmania (2015). APA. In Referencing and assignment writing. Retrieved from http://utas.libguides.com/content.php?pid=27520&sid=199805

For students undergoing the Bachelor of Education (Early Childhood) the following text is highly recommended. It is also a recommended text for other Mathematics units:

MacMillan, A. (2009). Numeracy in early childhood: Shared contexts for teaching and learning. Australia: Oxford.

If you are not confident in your mathematical competency, the following text is highly recommended.

Lakin, S. (2011). How to improve your maths skills. London: Pearson.

Other ResourcesThere are many excellent websites dedicated to developing mathematical understanding. Sites that are popular with students include: The Khan Academy and Maths is Fun. Enter these terms into your favourite internet search engine with the topic you are interested in (example adding fractions) and you will be directed to the appropriate site.

Equipment & Materials

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You will be notified if you are required to purchase any additional equipment or materials.

ePortfolioThe Faculty of Education currently supports the use of an ePortfolio tool which can be accessed through MyLO. You may wish to use this tool to document your development as a teacher throughout your initial teacher education course. Any required use of the ePortfolio tool will be clearly outlined as part of the Assessment Details in the Unit Outline and the necessary skills will be taught as part of the learning experiences of the relevant unit.

Details of Teaching ArrangementsExternal Students: This unit is fully online – you will engage with the unit through weekly lectures (presented in MyLO), readings, tasks and discussions and through the completion of assessment work. It is expected that you will timetable 10 hours of study time per week, realising that this includes time spent reading or viewing resources provided for you, searching for additional information/resources necessary for the completion of assessment tasks and other activities, and participating in weekly tasks and online discussions. In addition to these activities, there is also a mathematics competency test that you will undertake prior to Assessment Task 1. Please note that it is not necessary that you pass the test but you will need the results to complete part 2 of Assessment Task 1. This test is in a separate unit called Faculty of Education Literacy and Numeracy Tests in MyLO. Please note that in some weeks you are required to post on-line and these will be part of your assessment. These weeks are indicated by *** in the unit outline. Details will be given in the tutorial instructions for these weeks.

On-Campus Students: Lectures for this unit are delivered online and you are required to attend one 2-hour tutorial per week for this unit. After the first week, it is expected that you will have listened to the lecture(s) before attending your tutorial. In some weeks there will be set readings that you will also be expected to have read before your tutorial. In addition to the set tutorial activities, there is also a mathematics competency test that you will undertake prior to Assessment Task 1. Please note that it is not necessary that you pass the test but you will need the results to complete part 2 of Assessment Task 1. This test is in a separate unit called Faculty of Education Literacy and Numeracy Tests in MyLO. Please note that in some weeks you are required to post on-line and these will be part of your assessment. These weeks are indicated by *** in the unit outline. Details will be given in the tutorial instructions for these weeks.

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Literacy & Numeracy Competency TestsIt is a requirement for every student who undertakes an initial teacher education (ITE) degree to have a high standard of personal literacy and numeracy.

The Australian Government is currently developing the Literacy and Numeracy Test for Initial Teacher Education Students which will be compulsory nationwide from 1 July 2016. Further information about the implementation is available on the Students First website.

In the interim, the Faculty of Education has developed Literacy and Numeracy Competency Tests which you are required to PASS before the end of your first year of study to be eligible to commence Professional Experience 1 (PE1) in Year 2. A PASS is a score of 80% or higher. Further information about the Faculty of Education’s Literacy and Numeracy Competency Tests is available on our website. The Literacy & Numeracy Competency Tests will be available in MyLO and linked to your Year 1 Literacy and Numeracy units.

To successfully complete this unit, you must ATTEMPT the Numeracy Competency Test prior to submitting Assessment Task 1. Further details are provided in the Assessment Details section below.

If you have any queries about the Faculty of Education Literacy and Numeracy Competency Tests please email: Education.Landn@utas.edu.au .

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Unit Schedule

Week Module / Topic Other Notes/Readings1 What is mathematics? What is numeracy? AAMT policy on numeracy in schools.2 Being an informed citizen - numeracy in the media. Blastland & Dilnot, Introduction.

Chapter 1 (will be looked at again later).Chapter 2***

3 Data representation, descriptive statistics. Blastland & Dilnot, Chapters 5 and 8.4 Measurement and Geometry. Blastland & Dilnot. Chapter 1.

5 Proportional reasoning. Assignment 1 due this week.6 Number and computation. Clarke, 2005.7 Financial literacy. NAPLAN. Anderson, 2009. Blastland & Dilnot, Chapter 11.

8 Uncertainty. Blastland & Dilnot, Chapters 3 and 7.9 Mathematics and Numeracy across the disciplines

and in Early Childhood.Steen, 2007. Griffin, 2012

10 Mathematics and Numeracy across the disciplines and in Early Childhood.

11 Pattern and Algebra.12 History of Mathematics.13 Looking at mathematics lessons. Assignment 2 due this week.

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Assessment Alignment for ESH120

Learning Outcomes Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

Com

pete

ncy

test

. A

T 1

& 2

1. Demonstrate knowledge and understanding of mathematics underpinning critical numeracy.

Knowledge of mathematics across all strands of the curriculum. (Competency test - 100%)

Demonstrate knowledge of the mathematics used in the selected media articles. (AT1 - 22.5%)

Demonstrate knowledge of mathematical ideas in the teaching activity. (AT2 - 22.5%)

2.1 Content and teaching strategies of the teaching area.

2.5 Literacy and Numeracy Standards.

3.5. Use effective classroom communication.

6.1 Identify and plan professional learning needs.

AT

1

2. Identify, analyse, evaluate and reflect upon critical numeracy situations in media reports and other contexts relevant to different curriculum areas.

Critically analyse the argument and evidence used in the selected media articles. (AT1 - 22.5%)

Contribute to class discussions via participation in discussion boards. (AT1 - 22.5%)

Reflect on personal numeracy. (AT2 - 22.5%)

AT

1 &

2 3. Complete, analyse and reflect upon an educational numeracy activity.

Align teaching and learning activity with stated aims and curriculum documents. (AT2 - 22.5%)

Justify the choice of the teaching and learning activity. (AT2 - 22.5%)

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Learning Outcomes Assessment Criteria (% of assessment task grade)

Australian Professional Standards for Teachers

Com

pete

ncy

test

. A

T 1

& 2

4. Analyse the quantitative knowledge involved in personal and professional decision making.

Knowledge of mathematics across all strands of the curriculum. (Competency test - 100%)

Reflect on personal numeracy. (AT1 - 22.5%)

Reflect on personal numeracy. (AT2 - 22.5%)

Demonstrate knowledge of mathematical ideas in the teaching activity. (AT2 - 22.5%)

AT

1 &

2

5. Demonstrate literacy skills in presenting evidence, including relevant literature, to support arguments about issues related to personal and professional numeracy.

Demonstrate professional communication skills including the correct use of APA referencing. (AT1 - 10%)

Demonstrate professional communication skills illustrated by the use of PowerPoint or Prezi, and academic writing and referencing. (AT2 - 10%)

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Assessment for ESH120

Assessment Schedule

Assessment Task Date due Percent weighting

Australian Professional Standards

Numeracy Competency Test Before submission of Assessment Task 1.

0% 2.1, 2.5

Assessment Task 1: Numeracy in the Media/Reflection.

TBC 50% 2.5, 6.1

Assessment Task 2: Numeracy across the curriculum/Reflection.

TBC 50% 2.1, 2.5, 3.5, 6.1

It is important to note that all standard (text based) assessment tasks, submitted to MyLO Assignments, will be processed by Turnitin.

Assessment Details

Numeracy Competency TestTask Description: You must ATTEMPT the Numeracy Competency Test online in MyLO prior to the submission of Assessment Task 1. The Numeracy Competency Test comprises 40 multiple-choice questions. It is not required that you pass the Numeracy Competency Test for this unit, but you will not be able to obtain a passing grade for Assessment Task 1 if you have not attempted the Numeracy Competency Test.

Assessment Criteria Knowledge of numeracy across all strands of the Australian Curriculum. The test will provide immediate feedback on questions answered correctly or incorrectly. This feedback will provide a basis for your reflection on specific areas of personal strength or weakness with basic literacy concepts.

Submission Details Your Test will be automatically submitted in MyLO once you have attempted all 40 questions. You will be able to view your result in MyLO.

Assessment Task 1: Numeracy in the Media/Reflection

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Task Description:

This assessment is in two parts.Part 1In weeks two, three and four you were asked to read two media articles that were in a document in MyLO entitled Media Articles and describe the mathematical terminology in the chosen articles, the major conclusions of the articles, and whether or not the evidence provided in the articles is convincing.You are now going to use these postings as a basis to write a report that includes the following: For each of the media articles:

1. Describe and explain the mathematical terminology in the article that the reader would have to know to understand the article. For example, if the article includes percentages, you will need to describe what a percentage is. Do not include words such as ‘before’ or ‘after’ but stick to what would be considered to be mathematical terms. If in doubt, place a question on the Assessment 1 discussion board.

2. Describe the major conclusion(s) of the article including the reasoning given for this/these conclusion(s). For example, the article might suggest that we should all avoid drinking cow’s milk because the people in their study all suffered from colds.

3. Explain whether or not you think the evidence provided in the article is convincing. Do not go and find the original sources of the articles. What other information do you think needs to be included before you can be sure that the conclusion(s) is/are valid? Explain your reasoning. For example, you may wish to know how many people were in the study. [1500 words to here].

4. Include a copy of your postings (with the dates of your postings) in an appendix, after Part 2 and the references (if you have any). These will not be included in the word count.

Part 2Think about the competency test that you have completed. How will the strengths and weaknesses you identified in your own numeracy impact on your ability to identify numeracy opportunities across the curriculum? Which areas do you need to work on so that you can improve learning opportunities for your students? [500 words].Please note that if you have not completed the numeracy competency test, you will not be able to obtain a passing grade for this assignment.

Formatting instructions: This assessment does not have to be in essay style; you may use headings as you wish. However, you must use the formatting requirements described in the assignment template in MyLO. If references are used, they must be in APA referencing style. Do not include copies of the actual articles.

Task Length 2000 words

Assessment Criteria 1. Demonstrate knowledge of the mathematics used in the

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selected media articles.2. Critically analyse the given conclusions and the evidence

used in the selected media articles.3. Contribute to class discussions via participation in discussion

boards.4. Reflect on personal numeracy.5. Demonstrate professional communication skills including the

correct use of APA referencing.

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

Assessment Task 2: Numeracy across the curriculum

Task Description:

This assessment is in two parts.

Part 1: Please choose the instructions that are relevant to you. Note, if you are undergoing the Bachelor of Education (Early Childhood) you MUST choose the BEd (Early Childhood) option. BEd (Primary): Choose an area of study from the Australian Curriculum, or from a curriculum in your state, other than mathematics. Go to the elaborations and choose an activity that is not a mathematics lesson, but will require mathematics for it to be completed. VET teachers: Choose an activity from a curriculum that is relevant to you that is not a Mathematics Curriculum. This activity will not be a primarily mathematics lesson, but will require mathematics for it to be completed. BEd (Early Childhood): Choose an activity that (a) Aligns with Learning Outcome 5: Children are Effective Communicators from The Early Years Learning Framework (b) Is suitable for children from birth to Aged 2, and (c) Requires mathematics/numeracy in some form but is not primarily an activity to teach mathematics/numeracy.

All options:Using Prezi or PowerPoint, prepare a talk that would be suitable for an audience of fellow teachers, describing how you would introduce this topic to students in your chosen study area. Provide the script and slides for your proposed talk (you will not actually give the talk) making sure that you include:

1. Where this topic fits into the curriculum documents, remembering to include the year level.

2. An explanation of the mathematics involved. 3. A description of the teaching and learning activity to be given to the students. This

should include a description of the reasons why you believe this activity enhances the teaching and learning of your chosen topic. [1200 words to here]

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Make sure you include all references presented in APA style.Part 2Choose three examples from The Tiger and describe how these examples have affected your knowledge (one paragraph per example). These examples may have introduced new knowledge to you, altered your perceptions or reinforced your already held views. [800 words]

Presentation instructions:Prezi users: Submit the script in a Word document with a link to the Prezi slides. Make sure

you identify the points in the script where the slides need to change. PowerPoint users: Write the script in the notes section of PowerPoint under each slide. After

the slide with the references, include your answers for Part 2. You will then save your presentation as a PDF before submission. Instructions will be given in a news item before the due date.

NB (1): If you choose English, make sure that you do choose an English activity that requires numeracy, and do not inadvertently choose a mathematics lesson. For example, The Very Hungry Caterpillar teaches counting, and would not be a suitable choice for this assignment.

NB (2): Only the words in the script are included in the word count, not the words in the slides.

Task Length 2000 words

Assessment Criteria 1. Demonstrate knowledge of mathematical ideas in the teaching activity.

2. Align teaching and learning activity with stated aims and curriculum documents.

3. Justify the choice of the teaching and learning activity.4. Reflect on personal numeracy.5. Demonstrate professional communication skills illustrated by

the use of PowerPoint or Prezi, and academic writing and referencing.

Submission Details Refer to the following URL for the submission process: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units

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How Your Final Result is DeterminedIntegral to successful completion of this unit is attainment of each of the learning outcomes (LOs). Therefore, in addition to a total, averaged final grade, your performance against each of the LOs will be assessed separately. To be eligible to pass the unit, you will need to successfully demonstrate you have met each LO. Any student who attains an overall passing grade for the unit but who has failed no more than one LO will be given a supplementary assessment opportunity to demonstrate their attainment of the relevant LO.It is expected that you will receive help (from your Lecturer in the first instance) if you are unclear of the requirements for a particular assessment task well before the due date.The range of grades available for this unit are: FAIL (NN), PASS (PP), CREDIT (CR), DISTINCTION (DN) and HIGH DISTINCTION (HD).All grades are provisional, until confirmation by the Assessment Board at the end of semester.

Requests for ExtensionsExtensions are a formal matter and all requests for extensions must be applied for via the Assessment Task Extension Request in the Assignment Submission Folder in your MyLO unit.Extensions should be requested at least three calendar days prior to the submission date. Only the Unit Coordinator can grant an extension, so please ensure you contact the Unit Coordinator rather than your tutor or Student Adviser. See Requests for Extension for further information.

PenaltiesThe Faculty of Education applies penalties for both exceeding the word count on an assessment task and late penalties where the due date for the assessment task is not adhered to. See Penalties for further information.

Review of Results and AppealsAppeals against grades for assessment tasks are the right of all students. It is important to note that a resubmission and an appeal are two different processes. If an assessment task is awarded an NN it cannot automatically be resubmitted. The student can, however, appeal the grade.Students wishing to appeal against a final result in a unit must do so within ten days of the result notification. Please download the Application for Review of Assessment formSee Appeal an Award for an Assessment Task or Appeal an Award for a Final Result in a Unit for further information.

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Academic ReferencingIn your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence. The appropriate referencing style for this unit is American Psychological Association (APA). The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

The Faculty of Education Guide to Writing and Referencing has been developed by Faculty staff to help students towards good academic writing and referencing practices. It is available on the Library website Library Website > Subject Guides > Education > Referencing tab or via the link above.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.

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Academic MisconductAcademic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. Seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or

b. Improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.

Information Essential to all UnitsIn addition to the information contained in this unit outline, it is essential that you read important details related to other areas of your study that are available at the following URL: http://www.utas.edu.au/education/learning-and-teaching/resources/unit-outline-information-essential-to-all-units.

Turnitin and Academic IntegrityTurnitin is an online tool that checks the originality of electronic documents by comparing them against other documents stored in its databases. We recommend using this tool prior to submitting your assessments. Turnitin is available through the Academic Honesty Module in MyLO.

Useful Websites Australian Institute for Teaching and School Leadershiphttp://www.aitsl.edu.au/ Australian Curriculum, Assessment and Reporting Authority http://www.acara.edu.au/ Early Years Learning Frameworkhttp://www.mychild.gov.au/agenda/early-years-framework

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