PDHPE: SECONDARY CURRICULUM AND PEDAGOGY II EDUC3005
- Subject Code :
EDUC3005
EDUC3005 PDHPE: SECONDARY CURRICULUM AND PEDAGOGY II
ASSESSMENT BRIEF 1: Infographic
Summary
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Title |
Infographic |
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Due Date |
Monday, 3 February 2024 11:59 pm AEST (Week 4) |
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Length |
1100 words or equivalent |
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Weighting |
50% |
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Academic Integrity |
GenAI use is accepted within defined limits (see Academic Integrity Section) |
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Submission |
Word document or PDF submitted to Turnitin |
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Unit Learning Outcomes |
Students will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task: ULO1: 1. demonstrate a working knowledge of the PDHPE (Stage 6) syllabi through the design of lessons, assessments, resources and activities related to units from a subject syllabus that are informed by teaching and learning priorities including cross-curriculum priorities and general capabilities, with specific emphasis on critical, creative and connected inquiry-based learning. ULO2: demonstrate a working knowledge of the (Stage 6) syllabi through the design of lessons, assessments, resources and activities related to units from a subject syllabus that are informed by teaching and learning priorities including differentiation, disability and inclusion, and embedding Aboriginal & Torres Strait Islander cultures, digital technologies, literacy and numeracy. ULO3: demonstrate a working knowledge of the (Stage 6) syllabi through the design of lessons, assessments, resources and activities related to units from a subject syllabus that are informed by teaching and learning priorities including digital technologies, literacy and numeracy. ULO4: demonstrate effective teaching, learning, assessment and reporting strategies, based on a range of current pedagogical frameworks (e.g. Quality Teaching Framework) designed to encourage the development of knowledge, understanding, skills, and student engagement. |
Task Description
Using the PDHPE Stage 6 Syllabus, HMS or CAFS - you are to locate where your topic sits within the syllabus document and use this to guide you in creating an engaging, informative and well-constructed infographic using images, information and resources.
Your assessment will be in the form of an infographic that will be divided into:
- astudent resource - where you will provide information about the topic and interactive resources for your students to explore the topic;
- a teacher resource - where you will provide resources for your teaching approach, pedagogical relevantinformation to help you design your classes around the topic, curriculum links and identify one activity (this leads to assessment task 2).
Check your BlackBoard site for more information on this task in the Assessment Tasks & Submission Tab .
Referencing Style
Apply APA 7 referencing style - see https://libguides.scu.edu.au/apa
Task Submission
This assessment task should be submitted via the Turnitin portal in the Assessment Tasks & Submission section on the Blackboard EDUC3005 site. All sections of the Assessment Task should be included in ONE document a Word document is acceptable. The task should include a cover page (template on the unit site).
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty . Penalties will be incurred as soon as the deadline is reached.
- apenalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
- afurther penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade, an originality report and written feedback. Grades and feedback will be posted to Grades & Feedback section on the Blackboard unit site. Please allow 7-working days for marks to be posted.
Assessment Criteria
Please see next page for the Assessment 2 Rubric.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
Use of GenAI is acceptable within defined limits :
In this assessment task, the use of GenAI is allowed but limited .
You may only use GenAI to help guide you in the process of completing your assessment work. Think of it as a tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to help guide your research, research, ask questions to help to clarify your understanding, brainstorm preliminary ideas, get feedback on your ideas and clarify concepts.
Remember, just as if you Googled something, you still need to evaluate the information to determine its accuracy and relevance. GenAI can produce biased and false information. You must find scholarly sources to support any of the ideas generated. This is a requirement for this assessment.
You cannot include content generated by AI in your assessment (even if you have paraphrased, summarised or quoted the output) .
You can also use Grammarly Premium to help edit and improve the quality of your written work.
If you do, use GenAI as defined as acceptable for this assessment. In that case, you must keep evidence of how it was used and acknowledge how you used it in the process of completing your assessment appropriately. To help understand what to do, consult the Learning Zones resources.
- QuickGuide Acknowledging and Referencing GenAI Use
- Buildyour skills using GenAI - PAIR Framework
- Ethicsof GenAI - GenAI - Library guides at Southern Cross University (scu.edu.au)
- TheSCU Library Guide - GenAI can also help you develop your AI literacy skills. https://libguides.scu.edu.au/genAI
If you use GenAI tools in your assessment task beyond the acceptable limits, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Description of SCU Grades High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The students performance fails to satisfy the learning requirements specified.
Assessment 1: Infographic Marking Rubric
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Marking Criteria and % allocation |
High Distinction + (100%) |
High Distinction (92%) (85- 99%) |
Distinction (79%) (75- 84%) |
Credit (69%) (65- 74%) |
Pass (57%) (50- 64%) |
Marginal Fail (42%) (35- 49%) |
Fail (17%) (1-34) |
Not addressed (0%) |
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WHY - 25% Critically examine the importance of the allocated topic being taught and justify using a range of data sources. |
Critically examines the importance of the allocated topic being taught in a superb and clear way and justify this using an extensive range of data sources including government documents, peer- reviewed articles and curriculum. |
Critically examines the importance of the allocated topic being taught and justify this using an extensive range of data sources including government documents and curriculum. |
Thoroughly examines the importance of the allocated topic being taught and justifies this using a solid range of data sources including government documents and curriculum. |
Demonstrates a sound understanding of the importance of the allocated topic being taught and supports this using a range of data sources including government documents. |
Demonstrates a basic understanding of the importance of the allocated topic being taught and justifies this using some data sources. |
Demonstrates an unsatisfactory understanding of the importance of the allocated topic being taught and does not provide a justification with the use of data sources. |
Does not demonstrate an understanding of the importance of the allocated topic being taught and does not provide a justification with the use of data sources. |
The student has not submitted an assessment item or has not attempted this part of the task. |
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WHERE - 25% Demonstrates knowledge of links to the relevant PDHPE syllabus including the Core/Option it belongs to, the relevant focus question and dot/dash points. |
Demonstrates an exceptionally sophisticated knowledge of links to the Stage 6 PDHPE Syllabus in terms of the focus question and careful consideration of the relevant dot and dash points by creating clear and pertinent connections along the document. |
Demonstrates sophisticated knowledge of links to the Stage 6 PDHPE Syllabus in terms of the focus question and careful consideration of the relevant dot and dash points. |
Demonstrates thorough knowledge of links to the Stage 6 PDHPE Syllabus in terms of the focus question and the relevant dot and dash points. |
Demonstrates sound knowledge of links to the Stage 6 PDHPE Syllabus with some consideration for the relevant dot and dash points. |
Demonstrates basic knowledge of links to the Stage 6 PDHPE Syllabus with some consideration for the relevant dot point. |
Demonstrates poor knowledge of links to the Stage 6 PDHPE Syllabus with scarce consideration for the relevant dot point. |
Does not provide links to the Stage 6 PDHPE Syllabus with consideration for the allocated dot point. |
The student has not submitted an assessment item or has not attempted this part of the task. |
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HOW - 25% Demonstrate models of pedagogy, and a strategy, for teaching and assessing PDHPE, including the use |
A sophisticated range of pedagogy and strategies, for teaching and assessing PDHPE are included, and ICTs are integrated in an exceptional and original manner. Utilises an |
A sophisticated range of pedagogy and strategies, for teaching and assessing PDHPE are included, and ICTs are integrated in an exceptional manner. Utilises an extensive range |
An advanced range of pedagogy and strategies, for teaching and assessing PDHPE are included, and ICTs are integrated in an advanced manner. Utilises a thorough range of |
A sound range of productive pedagogies and strategies, for teaching and assessing PDHPE are included, and ICTs are integrated in an expanded manner. Utilises some |
Some pedagogy and strategies for teaching and assessing PDHPE are included, and ICTs are integrated in a satisfactory manner. Utilises some relevant resources |
Irrelevant or disconnected pedagogy and strategies for teaching and assessing PDHPE are included, and ICTs are not integrated or integrated in an |
Does not provide specific pedagogy and strategies for teaching and assessing PDHPE. ICTs are not integrated. Does not provide resources to clarify the pedagogical approach. No |
The student has not submitted an assessment item or has not attempted this part of the task. |
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of ICTs. Presents a relevant student- centred activity. |
extensive range of meaningful, relevant, and credible resources to support all the strategies promoted. Original and research supported connectivity between activity topic and pedagogical approach. |
of meaningful, relevant, and credible resources. Exemplary connectivity between activity topic and pedagogical approach. |
meaningful, relevant, and credible resources. Excellent connectivity between activity topic and pedagogical approach. |
meaningful, relevant, and credible resources. Advanced connectivity between activity topic and pedagogical approach. |
but the range is limited. Satisfactory connectivity between activity topic and pedagogical approach. |
inappropriate manner. Utilises irrelevant resources and the range is limited. Unsatisfactory connectivity between activity topic and pedagogical approach. |
connectivity between activity topic and pedagogical approach. |
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WHAT - 25% Visual appeal and organisation. Demonstrates ability to reference suitable media content by including relevant references addressed in APA format. |
Information is exceptionally sophisticated, organised and supports the readers comprehension in an exceptional connected manner. Imagery, colour, icons, text, layout, and hyperlinks are used effectively, and visual elements instruct, communicate and transport the viewer with an aesthetic pleasing design. Demonstrated an excellent range of highly relevant references from scholarly sources. APA 7th edition writing conventions are used without error. |
Information is sophisticated, organised and supports the readers comprehension in an exceptional manner. Imagery, colour, icons, text, layout, and hyperlinks are used effectively, and visual elements instruct, communicate and transport the viewer. Demonstrated an excellent range of highly relevant references from scholarly sources. APA 7th edition writing conventions are used without error. |
Information is seamlessly organised and supports the readers comprehension in an advanced manner. Imagery, colour, icons, text, layout, and hyperlinks are used thoughtfully, and visual elements instruct and communicate. Demonstrated a broad range of relevant references from scholarly sources. APA 7th edition writing conventions are used with minor error. |
Information is systematically organised and supports the readers comprehension of the main message. Imagery, text, layout, and hyperlinks are used and visual elements contribute to the Infographics overall message. Demonstrated a satisfactory range of relevant references from scholarly sources. Evidence of effort to use APA 7th edition writing conventions but included many errors. |
Information is organised and adds comprehension of the main message. Text, colours, and visual elements contribute minimally to the Infographics overall message. Demonstrated a limited range of relevant references from scholarly sources. Significant errors in utilising APA 7th edition writing conventions. |
Information is unorganised and prevents the comprehension of the main message. Text, colours, and visual elements contribute minimally to the Infographics overall message. Demonstrated a limited range of irrelevant references from scholarly sources. Significant errors in utilising APA 7th edition writing conventions. |
Information is unorganised and prevents the comprehension of the main message. Text, colours, and visual elements do not contribute minimally to the Infographics overall message. Does not provide references from scholarly sources. There is no consideration for the use of APA 7th edition writing conventions. |
The student has not submitted an assessment item or has not attempted this part of the task. |
