School of Education, Fremantle Campus UNIT OUTLINE · PDF file · 2016-02-08School...

School of Education, Fremantle Campus

UNIT OUTLINE

ED2632

Transforming

Learning

Through ICT 2016

Semester One

UNIT OUTLINE: ED2632 – SEMESTER, ONE 2015

The University of Notre Dame Australia Date of Publication to Students: 02/02/2016 2 of 19

Unit Outline Statement

This Unit Outline provides students enrolled in the unit at The University of Notre Dame Australia with important information regarding the unit’s outcomes, lecture and tutorial times, program outline, assessment structure, resources and texts. Students are expected to have read and understood this Unit Outline in conjunction with the University’s General Regulations and relevant School Regulations as well as any other relevant policy, guideline or procedure. The General Regulations can be accessed at http://www.nd.edu.au/university/regulations.shtml. University Policies and Guidelines can be accessed at

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml. Communication to Students (Email & Learning Management System) It is likely that communications for this unit will be conveyed to students via their Notre Dame email account and to the Learning Management System Learnit noticeboard. It is the responsibility of all students of the University (and a condition of enrolment) to check this email account on a weekly basis as all emails to a student email account shall be deemed to have been received, as indicated in the General Regulations [Chapter 9]. The unit’s Learnit noticeboard should also be checked on a regular basis. The login page for Learnit can be accessed at https://learnit.nd.edu.au/. All relevant material for this unit will be found on Learnit. All students enrolled in this unit will automatically be enrolled in this unit on Learnit.

General Information

Credit Points 20 Delivery Mode Internal

Assumed Prior Knowledge /Special Skill Requirements

Information and communications technologies (ICT) competency skills that would be acquired in daily life.

The Bachelor of Education first year unit ED1113, Introduction to ICT for Teachers, provided beginning education students with the opportunity to develop basic ICT skills to assist with this unit.

Pre-requisite Unit/s

None Co-requisite Unit/s None

Contact Hours per Week

Lecture/s:

Tutorial: Practicum:

Workshop/s: 3 hours Lab Session/s:

Weekly Lecture/ Tutorial Attendance

Nine weekly workshops

STAFF DETAILS

Role Telephone Email Office

Location

Availability

By student appointment, AND

Unit Coordinator 9433 0165 [email protected] ND36/208 Before/after workshops

Lecturer/Tutor [email protected] Before/after workshops




Lecturer/Tutor 9433 0165 [email protected] ND36/208 Before/after workshops


School’s Senior Administration Officer

9433 0154

[email protected]

ND36

http://www.nd.edu.au/university/regulations.shtml

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml

mailto:[email protected]










Feedback for Students The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and Unit Content Evaluations, course reviews, review by School or unit coordinator, external accreditation) and on the basis of the most recent feedback, some of the changes/improvements made to this unit are:

Further detailed resources to support curriculum development;

Increased distribution of assessment components.

CONTENTS PAGE

1. UNIT DESCRIPTION ............................................................................................................ 4

2. UNIT LEARNING OUTCOMES ............................................................................................... 4

3. GRADUATE ATTRIBUTES AND PROFESSIONAL OUTCOMES .................................................... 4

4. ATTENDANCE AND ABSENCE .............................................................................................. 5

5. ASSESSMENT .................................................................................................................... 6

6. UNIT PROGRAM ............................................................................................................... 11

7. RESOURCES ................................................................................................................... 13

8. DISABILITY SUPPORT ....................................................................................................... 14

9. LEARNING SUPPORT ........................................................................................................ 14

10. ACADEMIC INTEGRITY ...................................................................................................... 14

NOTE:

Clicking one of the headings above will take you to that section in the Unit Outline.

To return back to the Contents page, click the heading title of that section.



1. Unit Description The unit is designed to equip prospective and practising teachers with personal skills and understanding to make effective use of information and communication technologies (ICT) to support learning outcomes for their students, early childhood, primary or secondary (both lower and upper). The unit develops the ICT skills learnt in ED1113, Introduction to ICT for Teachers. A variety of opportunities provided by ICT to transform the learning and teaching experience and an understanding of pedagogical approaches towards ICT implementation are explored. Students will produce a rich technology-based teaching resource that can be maintained and used in the classroom.

2. Unit Learning Outcomes At the completion of this unit a student should be able to:

1. Understand ways in which ICT (information and communication technologies) enhance opportunities for learning and how to use ICT safely, responsibly and ethically;

2. Explore theoretical models that underpin ICT integration; 3. Consider the ways in which ICT can be harnessed as an inquiry tool; 4. Examine the communicative dimension of ICT for learning; 5. Explore how ICT can be used to develop creative capacities; 6. Examine implementation issues associated with effective use of ICT in classrooms; 7. Produce a major ICT teaching and learning resource; for example, inquiry-oriented or other ICT

integrated curriculum.

3. Graduate Attributes and Professional Outcomes Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University aspires to develop in its students:

Graduate Attributes Graduate Abilities

1. Communication The ability to communicate effectively in all domains within a range of contexts, using oracy, literacy, numeracy and information skills.

2. Critical and Reflective Thinking The ability to be a reflective practitioner with sound decision making abilities, through the use of clear, critical and creative thinking and effective problem solving skills.

3. Technical Competence and Inter-disciplinarily

A comprehensive technical knowledge of a field of study, in addition to inter-professional knowledge extending beyond a single discipline.

4. Life-long Learning Acceptance of personal responsibility for ongoing life-long learning and professional development, with a capacity to be self-directed and utilise effective time- management skills.

5. Ethical Responsibility A capacity for high ethical standards both personally and professionally, underpinned by the ability to apply ethical thinking skills to social/societal problems and challenges.

6. Philosophical and Religious Approaches to Life

The ability to be an open and reflective individual, sensitive to and accepting of others’ values and beliefs, whilst recognising and challenging prejudice and bias from a sound intellectual base.

7. Team work A capacity to contribute in a positive and collaborative manner in order to achieve common goals.

8. Research and Information Retrieval Skills

The ability to construct new concepts or create new understandings through the process of research and inquiry.

9. Internationalisation A capacity for international and global perspectives based on an understanding and appreciation of social and cultural diversity and individual human rights.

10. Commitment to Active Citizenship

A commitment to connect with and serve the community through active participation, engagement and reflection.



AITSL National Professional Standards for Teachers (Graduate) The National Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do. The Standards are interconnected, interdependent and overlapping.

Domain Standard Focus Area

Professional Knowledge

1. Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic

backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the

full range of abilities 1.6 Strategies to support full participation of students with disability

2. Know the content

and how to teach it

2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote

reconciliation between Indigenous and non-Indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT)

Professional Practice

3. Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents/carers in the educative process

4. Create and maintain supportive and safe learning environments

4.1 Support student participation 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically

5. Assess, provide

feedback and report on student learning

5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement

Professional Engagement

6. Engage in professional learning

6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning

7. Engage professionally with colleagues, parents/carers and the community

7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities

4. Attendance and Absence

In accordance with the School of Education Regulations Chapter IV: 4.1 A student who is absent from a unit without the approval of the Course Coordinator or Unit

Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the unit outline may not be permitted to sit the final examination for the unit and/or receive a Fail due to Non-Completion (FN) grade for the unit.

4.2 A student is required to attend all scheduled classes for each unit they are enrolled in. 4.3 Where a student is absent from tutorials for two consecutive weeks or more than twice during an

intensive unit or more than three times for a semester long unit, the tutor should inform the Course Coordinator who will contact the student.

4.4 Full time attendance at all scheduled practicum or internships, including necessary briefing sessions, is compulsory.



5. Assessment Students must ensure they have read and understood the General Regulations [Chapter 6], relevant School Regulations and any other policies, guidelines and procedures relating to assessment which appear on the University’s website. The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component. Students should be aware that a raw mark attained for a piece of assessment may not be the same as the final mark and corresponding grade awarded by the Campus’ Board of Examiners.

5.1 Assessment Structure (Marking rubrics are provided with this unit outline.)

Item No

Assessment Type and Description

Weighting %

Due Date (As

timetabled or tutorial)

Related to Learning Outcome

No (s)

Related to Graduate Attribute

No (s)

Related to AITSL Graduate Standard

Focus Areas No (s)

1 eJournal/ePortfolio

(4 weekly eJournal entries and one ePortfolio)

30% eJournal Weekly

and ePortfolio due Week 9, 4 -8 April

1 - 5 1-5 and 8 1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 2.6, 4.1, 4.5, 6.2, 7.3,

7.4

2 Student group activity

20% As timetabled 5 and 6 3, 7 and 8 2.6, 3.1, 3.2, 3.3, 3.4, 4.5

3a ICT integration project (Planning)

25% Week 7, 21 - 25 March

3, 4 and 5 1-4, 7 and 8 1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5, 5.1

3b ICT integration project (Publishing)

25% Week 10, 11 – 15 April

7 1-4, 7 and 8 1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5

Assessment Item 1:

eJournal/ePortfolio

30%

Students are encouraged to make an effort to contribute to discussions, debates and skills workshops, assist other students as appropriate, reflect on theoretical readings and class activities and complete the appropriate eJournal (blog) entries before tutorial due dates. Students are asked to reflect on the readings in a dedicated blog environment demonstrated in class. You are not expected to agree with all your readings or workshops. Feel free to write down what you do not agree with, but more importantly, why you do not agree. Remember that a journal provides the opportunity for you to express your reaction to the readings and workshop discussions. Honesty is the most important aspect of the process. You will have the opportunity, through the journal writing process to clarify your stance with regards to the readings. You may also raise questions in your reflections. Your postings need to address two main types of reflection: Descriptive Reflection, this can involve describing what has been seen, heard and experienced. (Note: this

is not a summary of the readings.) Critical Reflection, this can involve elements of evaluating, self-analysing, contesting, appraising and

planning for the future.

Support your comments with the readings and other research. Some supporting material is already provided in the unit’s Weebly under General Resources (including the readings).



There is a specific focus for each of the blog entries, namely:

The reflection on the ICT used in the workshop is to be contextualised; for example, does the technology assist the student to create (hint: consider technology use in relation to Bloom’s Taxonomy). Reading reflections should be no more than 500 words. An insightful comment on another student’s blog for readings 1 – 4 is also required (item 5 above). A copy of the “eJournal/ePortfolio Rubric” is attached. To learn more about levels of reflective writing, go to page 585 of this paper:

Hegarty, B. (2011). Is reflective writing an enigma? Can preparing evidence for an electronic portfolio develop skills for reflective practice? Proceedings Ascilite Auckland 2011. Retrieved: http://www.ascilite.org/conferences/hobart11/downloads/papers/Hegarty-full.pdf

eJournal/ePortfolio Reflection and Activity Due Prior to tutorial week beginning

1. Mishra, P. and Koehler, M. Too Cool for School?

No Way! Learning & Leading with Technology,

May 2009, Vol. 36 Issue 7, p14-18. AITSL focus areas:

1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3

Blog (e.g. Kidblog)

Reading reflection

(Check rubric)

15 February

2. NMC Horizon Report Preview K-12 (2015)

http://cdn.nmc.org/media/2015-nmc-horizon-

report-k12-preview.pdf

(Note: The preview is 11 pages, the full

document and much more information can be

found at http://www.nmc.org/publication/nmc-

horizon-report-2015-k-12-edition/) AITSL focus areas:

1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3

Embed two YouTube, or other

videos, with date, length,

appropriateness, linkages to reading

and why the videos were chosen in

connection with the reading

22 February

3. WebQuests - "so yesterday" or 21st century

learning? Beth Dulin (2013) and

http://www.opencolleges.edu.au/informed/teache

r-resources/webquests/ AITSL focus: 2.1, 2.2, 2.6 and 3.3

Reading reflection

(remember, it would be good to show

additional research)

29 February

4. Choosing iPad Apps With a Purpose - Aligning

Skills and Standards

http://tcx.sagepub.com/content/47/1/20 Selma

Powell (2014) AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

Mind map Suggest using SpiderScribe – focus the

mind map on choosing iPad apps and the reading, explore ideas, perhaps show

further research by academic articles/websites)

7 March

(Note: entry required on, or before,

Public Holiday)

5. Comments on other student’s eJournal

activities

4 brief commentaries (each due

weekly)

Dates as above -

by 5 pm

6. ICT portfolio from tutorials AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

ePortfolio (Weebly). Screen

captures together with ICT

educational context (see ICT rubric)

In tutorial, week 9

http://www.ascilite.org/conferences/hobart11/downloads/papers/Hegarty-full.pdf

http://punya.educ.msu.edu/publications/mishra-koehler-l&l-2009.pdf

http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf


http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/


http://www.opencolleges.edu.au/informed/teacher-resources/webquests/


http://tcx.sagepub.com/content/47/1/20



Assessment Item 2: Student Group Activity 20%

The purpose of this activity is to give students the opportunity to present ICT integrated lessons in a supportive and semi-authentic environment. The activity is also to generate class discussion and debate about key concepts encountered in the readings and in the lectures. In pre-assigned groups, students will design and present an activity of 30 minutes (maximum) duration that will highlight ICT integration. (Approximately 20 minutes for the activity and 5-10 minutes for the discussion component.) Your group’s goal is to design an activity with sound learning objectives for a specified year level. This activity should model good practice in the effective integration of ICT.

Your ICT integrated SGA can take any form you wish. Some suggestions are: Interactive whiteboard Real-life simulations Problem-based enquiries Debates Poster presentations Online discussion boards Test/quizzes Interactive games Discussions

Whichever activity you design, it must: 1. Engage the audience in active discussion and participation; 2. Encourage the audience to consider how ICT contributed to learning.

It is not simply a presentation where your group stands at the front of the room and delivers content. You are to design some form of activity that will help the class to develop their understanding of concepts and/or reflect on the teaching and learning approaches used. It is advised that you keep the activity simple and spend most of your time thinking about how to generate class discussion and participation through the use of effective ICT integration. Specific details relating to this assessment component follow:

Purpose of group activity:

To create an ICT environment in which teaching skills can be practised and honed;

To assist students to become more confident facilitators of learning;

To provide students with the opportunity to work collaboratively.

Preparation tasks for group activity:

Consider topic application to your school setting;

Prepare an interactive ICT activity around your topic (i.e. be creative!);

Divide the workload evenly between group members (i.e. who will do what?).

Test the ICT before the lesson.

Activity:

Be organised to facilitate a 30-minute session on the allocated date and time – major on ICT interaction, not merely information dissemination;

All members are expected to contribute equally to the activity, in both the planning and presenting aspects.

Evaluation: A copy of the “Student Group Activity Rubric” to be used by your tutor for evaluation purposes is attached. Consult the rubric for relevant criteria before the preparation of your activity. Reflection: Students should individually complete the reflection survey found on the Assessment Weebly page.

Please note: A mark will only be given for the student group activity if:

1. The SGA navigation tab in your website (Weebly) is created with relevant information (e.g., links and instructions for students together with a brief lesson outline) prior to the commencement of the lesson.

2. Your website URL is submitted in both the “Groups” Google doc page, as well as uploaded to your group’s Assessment item 2 link in Learnit (these locations will be shown in class).

Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and before the due date. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks. Marks may also be adjusted if a student’s individual presentation far exceeds others in the group in terms of organisation, delivery and/or ICT engagement. Each member of the group must demonstrate their ICT competence in terms of both the component of the SGA that they are directly responsible for, as well as helping their team members in the class activity.



Assessment Item 3a: ICT Integration Project (Planning) 25%

In pre-assigned groups, you will fully scope out (plan) your major teaching and learning resource using ICT in any content area or phase of learning in which you intend to teach. On the teacher’s page in your website, you are to provide:

- A joint statement expressing your understanding of what is required for the ICT Integration Project. - A mind map that shows clearly what you intend to do and how it fits in with the WA / Australian

Curriculum. - A Project Plan that details what actions will be taken by each group member and by when. The Project

Plan is to be detailed through to completion of Assessment 3(b), Publishing stage. - A Forward Planning Document (see http://forwardplanning.weebly.com/) that specifies the teaching

and learning that is planned over a four lesson sequence. (For those new to FWP documents, four lesson plans is acceptable.)

- A statement articulating the integration of three (minimum) ICT resources that will be used in addition to the Internet (and the Interactive Whiteboard). The statement should include why you selected the ICT resources and how they are being used as a learning tool (rather than teaching tools).

- A statement indicating how your project is underpinned by established learning theory (e.g., multiple intelligences, social constructivism, and cognitive theory).

This assessment item should be published on the Teacher’s Page of your online environment and is due as previously timetabled under Assessment Structure (5.1, p. 6). The Planning rubric for this phase of your ICT Integration Project is attached. It is essential that you review the rubric for relevant criteria before the preparation of your activity.

You must submit, by the due date, your website URL to your group’s Assessment item 3a link in Learnit.

Assessment items 3(a) and 3(b)

In groups of two to three, you are invited to produce a major teaching and learning resource using ICT. The resource should span a four lesson sequence and include a minimum of three student-centred uses of ICT. It can be targeted at any year level, learning area and in fact be cross-curricula if you wish. It should be inquiry oriented, seeking to actively engage students in inquiry, problem-solving and creative work. The WebQuest inquiry learning format has proven to be a useful framework and this will be discussed in detail. The resource also needs to be flexible in that it can be accessed anywhere, anytime. For this reason, you will be asked to publish your resource on the Web. Web publishing tools will be introduced in the workshops. The ICT integration project should:

Integrate ICT into the curriculum (i.e., computers are not just things that students learn how to use; they are tools that help students learn in a range of learning areas).

Encourage ICT to be used collaboratively as thinking tools to solve problems (i.e. social constructivist).

Engage students in content in an interesting, novel and exciting way.

The ICT Integration Project is broken down into two assessable components: Planning and Publishing. For each component an individual and group reflection (short online survey) is to be completed prior to any marks being provided. Generally group members will receive the same mark, unless there are concerns about the contribution by either a member or the tutor. Concerns by a group member should be conveyed to the tutor as early as possible and prior to due dates. The tutor will interview the student(s) concerned and, if necessary, make adjustments to individual marks.

http://forwardplanning.weebly.com/



Assessment Item 3b: ICT Integration Project (Publishing) 25% Using ICT, publish a major teaching and learning resource in any content area or phase of learning. The resource should be inquiry oriented and/or problem based, (e.g., a WebQuest) for a specified group of students of your choosing.

****It is the responsibility of students to maintain a back-up of the ICT integration project****

The ICT integration project must include:

a) The design of a unit of work that encompasses four sequential lessons (minimum) in any subject area(s) to foster the attainment of clearly articulated, purposeful learning outcomes.

b) The integration of three (minimum) ICT resources in the unit of work. These three ICT resources will be in addition to the Internet and the Interactive Whiteboard. Attempts should be made to use ICT as learning tools rather than teaching tools.

c) Linkages with an established learning theory within the design.

You must submit, by the due date, your website URL to your group’s Assessment item 3b link in Learnit. A rubric for the Publishing phase of your ICT Integration Project is attached. The rubric should be consulted for relevant criteria prior to publishing.

5.2 Referencing Style For this unit, the referencing style to use is: American Psychological Association 6th edition (APA) for in-text style Students can access support materials for this style in the Referencing Guide available via University Library Homepage. Questions about applying styles should be directed to the University Library. Contact details are available via University Library Homepage.

5.3 Submission of Assignments

Assessments will not be accepted if they are faxed or sent by e-mail.

All students must be familiar with, and abide by, the information contained in the booklet ‘Information For Teaching Students’ (School of Education) relating to: Assessment; Presentation of Work; Professional Standards; Student Attendance; Lesson Plans; Referencing in Academic Work and Literacy Standards.

Presentation of assessments must meet Notre Dame University standards: - correct use of spelling, punctuation and grammar is essential - acknowledge your sources of information – reference material - use your own words

Assessment URLs (i.e., ePortfolio, SGA, and Assessment 3a and 3b) must be provided, by the due date, in the appropriate Learnit assessment item link. Updated URLs should also be placed in the “Group Page”.

http://library.nd.edu.au/home





LATE SUBMISSION OF ASSESSMENT ITEMS When a student realises that an assessment item is going to be submitted late then the student should contact the Unit Coordinator to discuss the situation. An assessment item submitted after the due date without an approved extension is subject to penalty. The penalty is 10% of the total value of the assessment per day for the first 5 days (weekend included) and will receive a mark of zero after that time. The assessment item will still need to be submitted to meet unit requirements. Failure to submit an assessment item will result in a Fail grade in the unit. REQUEST FOR EXTENSION FOR AN ASSIGNMENT Requests for extensions of time are approved only in exceptional circumstances and must be made on an official form which should be given to the Unit Coordinator. The request must be made before the due date of the assessment, unless unforeseen circumstances have prevailed. Where a request is made on medical grounds an appropriate and current medical certificate must be attached. A Request for Extension form is available from Reception in the School of Education and from the School of Education resources section of the University website at http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc

6. Unit Program

Week beginning

TOPIC WORKSHOP ACTIVITIES

WORKSHOP PRE-READINGS

8 Feb (Week 1)

Introduction to the unit

1. Introductions - WordCloud 2. Unit outline overview 3. Learnit environment, Weebly

(http://2016ictnd.weebly.com/) and Kidblog

4. Establishing guidelines in the ICT environment, and using ICT safely, responsibly and ethically (Padlet)

5. Discussion: ICT Setting (PrimaryPad summaries)

6. Discussion: Digital natives debate 7. Establishing student groups 8. Blooms digital taxonomy 9. ePortfolio: Digital citizenship, mind

maps (bubbl.us), online collaboration (Padlet) and word clouds (Tagxedo and Wordle)

Australian Professional Standards for Teachers http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

Curriculum:

http://www.australiancurriculum.edu.au/

http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies

Technology Wheel http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 4.5

15 Feb (Week 2)

The rationale for using ICT

1. Blogs: creation and why 2. Blog entries (Blog postings to be

submitted prior to class) 3. Discussion: The rationale for using

ICT 4. Differentiated education 5. Interactive whiteboards & alternatives 6. ePortfolio: mind maps (Lino Canvas

and SpiderScribe) and online collaboration (Google Slides)

7. Creating with ICT: The ICT Integration Project in detail

Mishra, P. and Koehler, M. Too Cool for School? No Way! Learning & Leading with Technology, May 2009, Vol. 36 Issue 7, p.14-18. Additional resources related to workshop content (not compulsory): Bennett, S. & Maton, K. (2010) Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331. Video: http://marcprensky.com/marcs-idea-videos/ AITSL focus areas: 1.1, 1.2, 1.3, 1.5, 2.1, 2.6 and 3.3

http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc

http://2016ictnd.weebly.com/

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

http://www.teacherstandards.aitsl.edu.au/Illustrations/Details/IOP00020

http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf







http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

http://eductechalogy.org/swfapp/blooms/wheel/engage.swf



http://marcprensky.com/marcs-idea-videos/



22 Feb (Week 3)

ICT and current trends

1. Blog entries (Prior to class: remember no marks if done later.)

2. Discussion: Why use technology? Social constructivism and relevance of ICT enhanced curriculum

3. SAMR and TPK. Mission Possible - inquiring with ICT.

4. ePortfolio: Feedback (AnswerGarden), avatars, video editing (Animoto), photo editing (Slide.ly and Smore), mind maps (Text2mindmap), copyright, Creative Commons, Britannica School and Image Quest, and Scootle and digital learning objects

5. Creating with ICT: Brainstorm and project manage the ICT Integration Project

6. Group development work: ICT Integration Project and student group activity

NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-preview.pdf (Note: The preview is 11 pages, the full document and much more information can be found at http://www.nmc.org/publication/nmc-horizon-report-2015-k-12-edition/) Additional resources related to workshop content (not compulsory): Queensland Government, Classroom Connections (2013). The SAMR model: Engage in deep learning and authentic contexts: https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx TPCK videos: http://punya.educ.msu.edu/research/tpck/tpack-videos/ AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

29 Feb (Week 4)

ICT and cognition

(consumption vs creativity tools)

1. Blog entries (Prior to class) 2. Reading discussion: Mobile learning

and personalisation 3. ePortfolio: Photo editing

(PhotoFunia), and reviewing apps, QR code Scavenger Hunt

4. Activity: ICT consumption/creation Cognitive tool challenge

5. Collaborating with ICT: Setting up your web site

6. ICT Integration Project 7. Assessment: Group Activities

Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards AITSL focus areas: 2.1, 2.2, 2.6 and 3.3

Additional resources related to workshop content (not compulsory): Isard, J. (2012) Why mobile technology makes sense in the 21st century classroom. The Professional Educator

7 March (Week 5)

mLearning

1. Blog entries (Prior to class) 2. Reading discussion: WebQuests 3. Discussion: Mobile learning and using

mobile devices in the classroom 4. Activities: Making movies to

demonstrate learning, and accessing and reviewing apps

5. ePortfolio: video editing (imovie), photo editing (BeFunky, Canva)

6. Assessment: Group Activities 7. ICT Integration Project

WebQuests - "so yesterday" or 21st century learning? Dulin, B. (2013) and http://www.opencolleges.edu.au/informed/teacher-resources/webquests/ Additional video resources related to workshop content (not compulsory): http://www.newlearninginstitute.org/film-series/a-21st-century-education/technology-and-21st-century-learning AITSL focus: 2.1, 2.2, 2.6 and 3.3

14 March (Week 6)

ICT and collaborating – Being connected

1. Discussion: How does ICT help with professional learning, and engaging with colleagues, parents/carers and the community, including professional teaching networks and broader communities?

2. Activity: Review Personal Learning Networks and Social Media

3. Activity: Create an online survey (e.g. Google Forms, Flubaroo, Survey Monkey, Obsurvey, Classmarker, ProProfs and Edmodo)

4. ePortfolio: Social media (Twitter, Edmodo, Schoology) and assessment tools

5. Assessment: Group Activities

Australian Computer Society http://www.acs.org.au/become-a-member/students AITSL focus areas: 2.3, 2.6, 5.1, 5.2 , 6.2, 7.3 and 7.4





https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx



http://punya.educ.msu.edu/research/tpck/tpack-videos/




http://www.newlearninginstitute.org/film-series/a-21st-century-education/technology-and-21st-century-learning



http://www.acs.org.au/become-a-member/students

http://www.acs.org.au/become-a-member/students



21 March (Week 7)

ICT and the real world

1. Bringing the real world into your classroom: Cybersmart, e-pals, Google Earth, News and Hangouts, 100 word challenge, and Skype

2. ePortfolio: Thinking outside the classroom walls

3. Assessment: Group Activities 4. ICT Integration Project

http://posti.artscentremelbourne.com.au/for-teachers http://www.cybersmart.gov.au/ AITSL focus areas: 2.2, 3.4 and 4.5

28 March

(Week 8)

Assessment and ICT

1. Assessment rubrics and apps A

2. ePortfolio: Visualiser search engines 3. Assessment: Group Activities 4. ICT Integration Project

AITSL focus areas: 1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5

4 April

(Week 9)

Classroom engagement

1. Reflection activities

2. ICT Integration Project 3. ePortfolio: Avatars (Voki) and online

dialogue (VoiceThread) 4. Assessment: Group Activities

AITSL focus areas: 1.2, 1.5, 2.1, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5

7. Resources 7.1 Text/s and/or course reader: There is no set text for this unit.

7.2 Essential readings Australian Curriculum, Assessment and Reporting Authority. Australian curriculum.

http://www.australiancurriculum.edu.au/ Dulin, S. (2013). WebQuests - "So yesterday" or 21st century learning? and

http://www.opencolleges.edu.au/informed/teacher-resources/webquests/ Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with

Technology, (36)7. 14-18. NMC Horizon Report Preview K-12 (2015) http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-

preview.pdf Open College. Webquests. Retrieved from http://www.opencolleges.edu.au/informed/teacher-

resources/webquests Powell, S. (2014) Choosing iPad Apps With a Purpose - Aligning Skills and Standards

http://tcx.sagepub.com/content/47/1/20 Statements of Learning for ICT: http://www.curriculum.edu.au/verve/_resources/SOL06_ICT.pdf

7.3 Additional readings/viewings for workshops (not compulsory): Arts Centre, Melbourne (2012). Posti – the social network cyber smart game.

http://posti.artscentremelbourne.com.au/for-teachers Australian Communications and Media Authority (ACMA), http://www.cybersmart.gov.au/ Bennett, S. & Maton, K. (2010) Beyond the 'digital natives' debate: Towards a more nuanced

understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331.

Mishra, P. Living at the junction of education, creativity, design and technology. TPACK videos. http://punya.educ.msu.edu/research/tpck/tpack-videos/

New Learning Institute. 21st century education http://www.newlearninginstitute.org/film-series/a-21st-century-

education/technology-and-21st-century-learning Prensky, M. Range of videos related to digital native/immigrant debate http://marcprensky.com/marcs-idea-

videos/ Queensland Government, Classroom Connections. (2013) The SAMR model: engage in deep

learning and authentic contexts: https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-7/samr-learning-technologies.aspx

Further material, such as supporting resources (e.g. interactive whiteboard handouts), ‘how to’ video links and relevant websites (e.g. global community epals) can be found in the Weebly environment for this unit.

http://posti.artscentremelbourne.com.au/for-teachers


http://www.cybersmart.gov.au/






http://www.opencolleges.edu.au/informed/teacher-resources/webquests

http://www.opencolleges.edu.au/informed/teacher-resources/webquests




http://www.cybersmart.gov.au/










8. Disability Support

Students with a disability should refer to the University’s Policy: Students with a Disability. For further information and contact details visit Disability Support.

9. Learning Support

Support for students with a disability is provided by the Disability Support Officer within the Academic Enabling and Support Centre (AESC). For further information refer to Policy: Students with Disability or contact the Disability Support Officer (via AESC). More generally, other types of learning support available are:

Literacy/numeracy/learning support via the Academic Enabling & Support Centre. Please visit the website (http://www.nd.edu.au/academic_support) for further information about the support available.

IT helpdesk contact details –

Email: [email protected] Phone: (08) 9433 0777 (Ext 777 on Campus) In person: St Teresa’s Library, Library Courtyard (building N7) between 8am and 5pm weekdays.

Personal student support services (e.g., counselling) are available through the Student Life Office - contact at (08) 9433 0580. To visit, please find the office at ND9 (opposite St. Teresa’s library), Bateman Courtyard.

Library support may be accessed via the homepage - http://library.nd.edu.au/

Please contact your tutor if you require assistance with using the University’s Learning Management System.

10. Academic Integrity

All students have an obligation to uphold the University community’s standards on ethical scholarship.

Good scholarship involves building on the work of others, but the use of others’ work must be acknowledged

appropriately. Plagiarism constitutes a violation of academic integrity under the provisions of the General

Regulations [Chapter 8] and the Policy relating to Student Academic Integrity. These documents are on the

University’s website and should be referred to for more detailed information and definitions, especially as

plagiarism is subject to disciplinary action. If you require further explanation or help, contact the Unit

Coordinator or Tutor.

http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml

http://www.nd.edu.au/nav-future-students/disability-support/disability-services

http://www.nd.edu.au/academic_support


http://library.nd.edu.au/



eJournal/ePortfolio Rubric Readings (4 readings, each entry 4 marks)

Readings (AITSL focus areas: 2.1, 2.2, 2.6 and 3.3) Marks will only be given for this component if the student has made the blog entry prior to the scheduled workshop.

Topic F P C D HD

Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No

Way! Learning & Leading with Technology, (36)7. 14-18 (written)

NMC Horizon Report Preview K-12 (2015) (videos)

WebQuests - "So yesterday" or 21st century learning? Beth Dulin (2013) and

http://www.opencolleges.edu.au/informed/teacher-resources/webquests/ (written)

Choosing iPad Apps With a Purpose - Aligning Skills and Standards Selma Powell

(2014) (mind map)

Descriptors for critical review of readings:

F P C D HD

Poor effort to provide

insight into what was

learned in completing the

readings. The journal entry

is a haphazard description

of the article and is of

limited educational value.

No attempt to use the

literature for support and

guidance. An ambiguous

reflection with no real

direction or purpose. No

commentary summary.

Rudimentary

insight provided

into what was

learned in

completing the

readings. Only

general reference

is made to the

literature.

Reasonable effort to

provide insight into

what was learned in

completing the

readings. Reflection

is more or less a

description of the

article rather than an

interpretation of what

it means. Literature

substantiates ideas.

Good effort to provide



readings. Reflection is

thorough and an attempt is

made to use the literature to

support interpretations. One

or two key ideas are drawn

out and communicated

effectively.

Exemplary effort to provide



readings. Reflection

demonstrates originality and

creativity. It is also

thorough, well written and

draws on further research to

substantiate and support

thoughts and ideas. A

sophisticated, multi-

dimensional interpretation

of the readings.

2. Postings on other students’ blogs (2 marks with a maximum of .5 mark per reading comment). One

meaningful entry on another student’s blog is required for each of the topics identified above.

3. ePortfolio framework set-up, including ICT examples of personal use and brief reflection on ICT in

the workshops (12 marks): F P C D HD

ePortfolio framework set-up, including major assignment linked on AITSL 2.6 (1.5 marks)

Includes appropriate and effective multimedia elements such as embedded videos

(e.g., SGA), images, slide shows, embedded links (using embed code), etc. (1.5 marks)

ICT examples of personal use, including reflection on the ICT and its application in an

educational context (8 marks – *see clarification below)

About Me detailed (1 mark)

*ICT tools clarification:

ACADEMIC LITERACY: The Grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.








Student Group Activity Rubric Group Members: _________________________________

Criteria F P C D HD

Organisation

of session

/5 marks

No learning

objectives stated.

Group given no

indication of the

task(s) they were

being asked to

undertake. No

checks for prior

knowledge. (1 mark)

Learning objectives

stated in rudimentary

form. Group given

limited indication of

the task(s) they were

being asked to

undertake.

Rudimentary attempt

to check for prior

knowledge. (2 marks)

Learning objectives

stated but did not

fully capture

activity. Group

given a good

indication of the

task(s) they were

being asked to

undertake. Prior

knowledge

checked. (3 marks)

Learning objectives

clearly stated and

used. Group given a

clear indication of the

task(s) they were

being asked to

undertake. Prior

knowledge checked

and acted upon,

e.g. through a

motivational

connection to prior

knowledge. (4 marks)

Learning objectives

very clearly stated, used

and reviewed. Group

given a comprehensive

indication of the task(s)

they were being asked

to undertake. Prior

knowledge checked and

acted upon with clear

connections made to

prior knowledge. Successfully/

innovatively gains

group’s attention. (5 marks)

Used ICT to

engage the

audience in

active

discussion and

participation

/10 marks

No attempt to

engage audience

by using ICT or

consider ICT

application.

Presentation only. (2 marks)

Surface attempt to

engage audience by

using ICT. ICT

selected has some

relevance for target

audience. Activity is a

presentation but

audience is asked to

consider and answer

some pertinent

questions. (4 marks)

Good attempt to

engage audience by

using ICT through

interactive activity.

ICT selected

challenged the

target audience to

actively engage in

content. (6 marks)

Successful

engagement of

audience by using ICT

through interactive

activity. ICT selected

challenged the target

audience to actively

engage in content. (8 marks)

Activity is innovative

and tasks engage

audience in creative

thought. Successful and

prolonged engagement

of audience by using

ICT through interactive

activity. ICT selected

challenged the target

audience to actively

engage in content and

reflect on their learning. (10 marks)

Encouraged

the audience

to consider

how ICT

contributed to

learning

/5 marks

No attempt to

encourage the

audience to

consider ICT

contribution to

learning. (1 mark)

Surface attempt to

state and review the

use of ICT in the

classroom. (2 marks)

Good attempt to get

audience to reflect

on how the ICT

contributed to the

learning in the

classroom context. (3 marks)

Excellent attempt to

monitor and facilitate

the audience in

considering how ICT

contributed to the

learning in the

classroom context. (4 marks)

Thorough and insightful

examination of

implementation issues

associated with

effective use of ICT in

classrooms. (5 marks)

***Each member of the group must demonstrate their ICT competence in terms of both the component of the SGA that they are directly responsible for, as well as helping their team members

in the class activity. ***

Checklist: Definitions clear and concise.

Clear focus on topic.

Evidence of depth and breadth of understanding.

Well planned, organised and sequenced.

Established (or set) group’s prior knowledge.

Showed enthusiasm through body language, eye contact, stance, voice, posture.

Motivation through use of questioning.

Creative multi-sensory experience provided.

Worked well together as a group.

Selected appropriate ICT.

Supported students’ use of ICT.

Reflected on the way in which ICT were used by students and the learning that resulted.

Time effectively utilised.

ACADEMIC LITERACY

The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD

Students are expected to

demonstrate a high

standard of academic

writing. To score a high

grade, standard Australian

English should be used to

communicate key ideas

clearly and concisely.

Insufficient evidence of ability

displayed. There are substantial

errors in:

the structure and

coherence of the written

work;

the appropriate use of

expression and grammar;

the accuracy of spelling

and punctuation.

Adequate level of ability

displayed. There are several

errors in:

the structure and coherence

of the written work;



the accuracy of spelling and

punctuation.

High level of ability

displayed. There are few

errors in:

the structure and

coherence of the

written work;


expression and

grammar;

the accuracy of

spelling and

punctuation.

Very high level of ability

displayed. There are incidental

errors in:






and punctuation.

Extremely high level of ability

displayed. There are no errors

in:

the structure and

coherence of the written

work;


expression and grammar.


and punctuation.



ICT Integration Project Planning Rubric

Names: _________________________________________________________

Teacher’s Page:

Project understanding/ Mind mapping

0 points Little or no understanding of the objectives of the ICT Integration Project.

2.5 points Some understanding of the objectives of the ICT Integration Project (i.e., WebQuest format) and clear ideas for its development.

5 points Sophisticated understanding of the objectives of the ICT Integration Project (i.e., WebQuest format), clear ideas for development including links to the Australian curriculum.

Forward planning document

0 points Forward planning document not provided or rudimentary.

4.5 points Forward planning document describes the learning that is proposed and the sequence in which it is to be implemented.

9 points Forward planning document describes the learning that is proposed, the sequence in which it is to be implemented, and exhibits innovation in curriculum design that will help to motivate and stimulate learners to achieve their goals.

Project plan

0 points Project plan not developed.

1 point Project plan developed but does not provide a sufficient level of detail.

2 points Project plan clearly shows the steps that are required to complete the project along with timeframes and responsibilities.

Integration of ICT

0 points Little or no use of ICT.

3 points ICT is used in the curriculum but not as a learning tool. It is mostly used as a teaching tool.

6 points ICT is carefully embedded into the curriculum as a tool to support thinking and learning.

Learning theory

0 points Links to learning theory not explicit in the implementation of the curriculum.

1.5 points Some elements of learning theory have been considered in the design of the curriculum but they are not explicitly explained.

3 points Strong elements of learning theory have influenced the design of the curriculum and they have been drawn on in the implementation.

Total Score /25

ACADEMIC LITERACY

The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD Students are

expected to

demonstrate a high standard of

academic writing.

To score a high grade, standard

Australian English

should be used to communicate key

ideas clearly and

concisely.

Insufficient evidence of

ability displayed. There

are substantial errors in: the structure and

coherence of the

written work;

the appropriate use of expression and

grammar;


punctuation.


displayed. There are

several errors in: the structure and

coherence of the

written work;


grammar;


punctuation.



few errors in: the structure and

coherence of the

written work;

the appropriate use of expression

and grammar;


punctuation.



incidental errors in: the structure and

coherence of the

written work;


grammar;


punctuation.

Extremely high level

of ability displayed.

There are no errors in: the structure and

coherence of the

written work;


grammar.


punctuation.

Comments:



ICT Integration Publishing Marking Rubric Student Names:

Beginning Developing Accomplished Score

Overall Aesthetics (This refers to the curriculum itself, not the external resources linked to it.)

Overall visual

appeal

0 points

There are few or no graphic

elements. No variation in layout or

typography.

OR

Colour is garish and/or typographic

variations are overused and

legibility suffers. Background

interferes with the readability.

1 point

Graphic elements sometimes,

but not always, contribute to the

understanding of concepts, ideas

and relationships. There is some

variation in type size, colour and

layout.

2 points

Appropriate and thematic graphic

elements are used to make visual

connections that contribute to the

understanding of concepts, ideas and

relationships. Differences in type size

and/or colour are used well and

consistently.

Design and flow

0 points

The curriculum is confusing and

unconventional. There is no

connection between one learning

experience and the next.

1 point

There are a few places where

the learner or user can get lost

and not know where to go next.

2 points

It is always clear to the learner or user

what all the pieces are, and how to get to

them. Connections between learning

experiences are seamless.

Mechanical aspects

0 points

There are more than 5 broken links,

misplaced or missing images or

badly sized tables.

1 point

There are some broken links,

misplaced or missing images, or

badly sized tables.

2 points

No mechanical problems noted.

How the learning sequence is introduced

Motivational

attributes

0 points

The way in which the learning

sequence is introduced is not

motivating.

1 point


sequence is introduced relates

somewhat to the learner's

interests and/or describes a

compelling question or problem.

2 points

The way in which the learning sequence

is introduced draws the reader into the

lesson by relating to the learner's interests

or goals and/or engagingly describing a

compelling question or problem.

Cognitive

effectiveness

0 points


sequence is introduced does not

prepare the learner for what is to

come, or build on what the learner

already knows.

1 point


sequence is introduced makes

some reference to learner's prior

knowledge and previews to

some extent what is to come.

2 points

The way in which the learning sequence

is introduced builds on learner's prior

knowledge and effectively prepares the

learner by foreshadowing what is to

come.

What the students are expected to do

Cognitive level

0 points

The overall design of the learning

sequence is inappropriate for the

target audience.

1 point

The overall design of the

learning sequence is limited in

its significance to students' lives

and is appropriate for the target

audience. As appropriate, the

learning sequence requires

analysis of information and/or

putting together information

from several sources.

2 points


sequence is significant to students’ lives

and is stimulating for the target audience.


sequence elicits thinking that goes beyond

rote comprehension. Task requires

synthesis of multiple sources of

information, and/or taking a position,

and/or going beyond the data given and

making a generalization or creative

product.

Learning processes (The process is the step-by-step description of how students will accomplish the task.)

Clarity of learning

process

0 points

Learning processes are not clearly

stated.

1 point

Learning processes are

somewhat described. Some

directions are given in learning

materials, but there is missing

information. Students or users

might be confused.

2 points

Learning processes are clearly described.

Every step in the learning sequence is

clearly stated at a level appropriate to the

learner. Most students or users would

know exactly where they are in the

learning sequence and know what to do

next.



Beginning Developing Accomplished Score

Scaffolding

0 points

No scaffolding processes or tools are

evident in the learning design.

1 point

Some scaffolding processes or

tools are evident in the learning

design.

2 points

Comprehensive scaffolding processes or

tools are evident. Checks are in place to

assess student understanding. Provision of

guides and templates for thinking about

learning and opportunities provided for

students to manage their own learning.

Communicative

attributes

0 points

The learning design promotes little

communication and debate amongst

students.

1 points

The learning design promotes

some communication and debate

amongst students.

2 points

The learning design promotes extensive

communication and debate amongst

students.

Resources

Relevance and

quality of resources

0 points

Learning sequences are

"presentation oriented".

Links are mundane. They lead to

information that could be found in a

classroom encyclopedia.

Resources are provided but with no

direction.

1.5 points

Learning sequences are activity-

driven and supported by relevant

resources.

Some links carry information

not ordinarily found in a

classroom.

Guided use of resources

3 points

Learning sequences are activity driven

and supported by relevant, interactive and

engaging resources. Every resource

carries its weight and there is a clear

connection between the resource and the

activities that students are asked to

undertake.

Links make excellent use of the Web's

timeliness and colorfulness.

Varied resources provide enough

meaningful information for students to

think deeply, e.g. resources specify tasks

and/or student roles or perspectives.

Reflection

Reflection activity

0 points

Activity not provided or does not

promote student reflection

1 point

Activity provided promotes

some student reflection about

the ICT integration project.

2 points

Activity provided promotes deep student

reflection about the ICT integration

project.

Evaluation

Clarity of evaluation

criteria

0 points

Criteria for success are not

described to students.

1 point

Criteria for success are at least

partially described to students.

2 points

Criteria for success are clearly stated to

students and users in the form of a rubric.

Criteria include qualitative as well as

quantitative descriptors.

The evaluation instrument clearly

measures what students must know and

be able to do to accomplish the task.

Total Score /25

ACADEMIC LITERACY The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.

Criteria F P C D HD

Students are expected to

demonstrate a high

standard of academic

writing. To score a high

grade, standard Australian

English should be used to

communicate key ideas

clearly and concisely.

Insufficient evidence of ability

displayed. There are substantial

errors in:

the structure and coherence of the

written work;


and grammar;


punctuation.


displayed. There are several

errors in:


written work;


and grammar;


punctuation.


displayed. There are few

errors in:






and punctuation.


displayed. There are incidental

errors in:


written work;


and grammar;


punctuation.

Extremely high level of ability

displayed. There are no errors

in:

the structure and coherence of

the written work;


expression and grammar.


punctuation.

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