STUDENT KNOWLEDGE ASSESSMENT TASK
STUDENT KNOWLEDGE ASSESSMENT TASK
Task Number 1 of 2 Task Name Knowledge Assessment
National unit/s code VU23209 National unit/s title Investigate the Education system
National qualification code 22602VIC National qualification title Diploma of Teacher Education Preparation
RMIT Program code C5422 RMIT Course code TCHE5953
Section A Assessment Information
Assessment duration and/or due date
This assessment is to be completed by week 10 of commencing this unit.
The actual due date will be published in CANAVAS
Task instructions
Summary and Purpose of Assessment
This short-answer assessment task is the first of two (2) assessment tasks you need to complete satisfactorily, in order to be deemed competent for this unit.
Completing this task allows students to demonstrate their knowledge and understanding of key national and state government policies, frameworks and registration requirements to work as a teacher.
Assessment Instructions
This assessment task will be conducted online and submitted via Canvas by the published deadline.
You do not have to complete all the questions at once. You can exit the quiz and return to it at another time to complete more questions. You can also review and change your responses when needed, prior tosubmitting your quiz
What
You must satisfactorily answer all 23 Questions.
You should answer all questions in the spaces provided, using full sentences, word count and dot points when requested
All work must be your own
WhereThere will be time allocated to work on this in class time. Students will also need to use time outside of class to complete and finalise answers.
How
This knowledge assessment is an individual assessment task that must be completed online.
Conditions for assessment
This is an individual assessment task.
This is an open book assessment. You are allowed to access websites to help answer the questions
You must submit all assessment evidence as instructed.
You can negotiate a suitable time and location for assessment at least one (1) week prior to the assessment taking place.
You must arrange with your assessor at least one (1) week prior to the assessment due date if you require special allowance or allowable adjustment (e.g., an extension) to this task
If you are not able to attend the scheduled assessment timeframe, you need to advise your assessor so that an alternative assessment arrangement can be made following RMIT Assessment and Assessment Flexibility Policy.
You must complete the task within the maximum allowed duration.
This is an individual task that you must complete with minimal support from others and must be your own work (allowed support includes further explanation of the task requirements or explanation of assessment criteria).
You will be assessed against the criteria listed in the Marking Guide in Section B of this task. You will be assessed as Satisfactory or Not Satisfactory.
This unit has additional grading attached to meet the VIT accreditation requirements.
Your assessor will complete the grading (PASS or CREDIT) in the table at the end of the Marking Guide in section B. Once you have been assessed as satisfactory.
Feedback will be provided will be provided within two (2) weeks of the submission date, as written comments in this assessment. Your assessor may also choose to provide verbal feedback as deemed necessary
You will have two (2) opportunities to resubmit this assessment if deemed unsatisfactory
All two (2) assessment task outcomes must be satisfactory for you to be deemed competent in this unit
Information on recording and retaining assessments and dealing with assessment appeals can be found in theRMIT Assessment Processes documentFind assessments for your course, how to submit your assignments and assessment appeals here:AssessmentsInformation on extensions and special considerations can be found here:Extensions and special considerationIf you have disability, long-term illness and/or mental health condition, you may be granted an adjustment to the standard conditions viaEquitable Assessment Arrangements.
Instructions on submitting your Knowledge Assessment
This assessment is to be submitted via Canvas by the published deadline.
Equipment/resources students must supply (if applicable): Equipment/resources to be provided by RMIT or the workplace (if applicable):
Add equipment/resources here
Computer and relevant software.
Internet access
Add equipment/resources here
Computer and internet access
Canvas Portal
Section B Marking Guide:
Q1: There are many sectors or types of learning environments within the Victorian Education System. They include but are not limited to - Early Childhood, Primary, Secondary, Special Education, Vocational Education.
Complete the table below by describing the structure and 2 key features of 1) Catholic schools and 2) Private Independent schools. This website will help - https://www.vic.gov.au/types-schoolsThe first one has been done for you.
Sector name Structure and 2 Key features
Primary - Government
The law in Victoria states that children must attend school from the age of 6. To enrol in government school, a child must turn 5 before 30 April of the year they start school. Public (or government) schools are administered by the Department of Education and Training.
Key Feature 1 - Funded by Government no fees parents may be asked to make a voluntary contribution.
Key Feature 2 - Primary schools use the Victorian Curriculum F-10 This covers what they should learn over those 11 years.
1
2
Q2: Give a brief overview of the three key regulatory authorities listed below. Your answer needs to include -
the primary focus for each authority (role and responsibility)
what information they provide teachers and the general publicreasons for when you, as an educator, may need to access this information
1) VIT - Victorian Institute of Teaching (min 25 words)
2) DET Department of Education and Training Victoria (min 25 words)
3) ACARA Australian Curriculum and Reporting Authority (min 25 words)
Q3 : All levels of government have responsibility for education in Australia.
Describe national and state responsibilities for education. Hint Funding/Curriculum.
Who is responsible for what?
Q4: Some Federal/National government policies influence the different states. In Victoria it is important to see the links between the Federal policies and how the Education department in Victoria delivers these policies.
Consider the Federal Government policy page - https://www.education.gov.au/schooling/education-strategy-schoolsThe Federal governments policy page discusses Closing the Gap. How does this link to Marrung strategy in Victoria? (25-50 words)
Consider the National Assessment Program (NAP). In 2019 all State Education ministers signed the Mparntwe Agreement. How does this link to Assessment in Victorian schools? (25 50 words) HINT Consider ACARA
Q5: What is a Framework? In Victoria we have the Victorian Early Years Learning and Development Framework (VEYLDF)
In your own words describe the purpose and the application of this Framework. Describe the learning and developmental outcomes. (25-40 words)
Q6: For students in Primary and Secondary schools in Victoria, another Framework we refer to is the F- 10 Curriculum.
Describe the overall design and purpose of the Victorian F-10 Curriculum. Include all the learning areas in this curriculum and consider the learning and developmental outcomes (50 words)
Q7: What are the 4 key capabilities referred to in the Victorian F-10 Curriculum?
Q8: You will now focus on one area of the Victorian F-10 Curriculum SCIENCE. Questions 8 to 11 relate to this curriculum area.
In your own words What is the Rationale for learning Science? (20- 40 words)
Q9: In your own words What are the Aims for learning Science? (20-40 words)
Q10: Briefly describe the Structure of the Science curriculum (20 40 words)
Q11: Review the resources available to all areas of the Victorian Curriculum The Victorian Curriculum and Assessment Authority (VCAA) https://www.vcaa.vic.edu.au/curriculum/foundation-10/resources/Pages/default.aspxYou have been asked to find specific resources to support the teaching of Science and in particular the topic of Biological Sciences in local and Victorian Contexts Foundation Level 6.
Briefly describe the resource document available for this unit. How can this resource assist you? Describe how this resource has embedded Indigenous knowledge into the teaching. (25- 50 words)
You want to include the topic of Dinosaurs in your Science teaching. What resources are available to assist you from the VCAA website? Describe and give your opinion of an activity listed in the resource document. (25-50 words)
Q12: The Victorian Curriculum F- 10 has three cross curricular priorities of -
Learning about Aboriginal and Torres Strait Islander histories and cultures
Learning about Asia and Australias engagement with Asia
Learning about Sustainability
Briefly describe each Cross curricular priority and how these priorities are working in schools. You can describe an example of what you have seen or experienced in a school.
Q13: Education frameworks and the Victorian F-10 curriculum aim to address a diversity of learners.
Describe how the education policy relating to students with additional needs promotes inclusion. (50 - 100 words) In your answer identify why schools need to have inclusive policies and the adjustments they need to make to support students. Give an example of a reasonable adjustment.
Q14: You have looked at the Victorian Early Years Learning and Development Framework (VEYLDF) and the Victorian F-10 Curriculum.
Can you name another Framework/Plan connected to Aboriginal education? What resources are available to implement this plan? You can include weblinks. (hint Education department Koorie resources)
Q15: What is the Framework in Victoria that asks schools to reflect on how they can implement change and improvement.
Q16 There are many personal and professional responsibilities of being a teacher. Questions 16 to 21 relate to this topic.
According to the Victorian Government website - https://www.vic.gov.au/ a teacher needs strong verbal literacy and cognitive abilities. There are 7 other personal skills that are essential. What are they?
Q17: Describe why the skills of Communication and Willingness to learn are relevant to a teaching position and how they contribute to the learning outcomes of individual students (50 words)
Q18: Summarise the main points connected to the Department of Educations Duty of Care policy.
Q19: Describe how you would expect a school to minimize the risk of foreseeable harm. You should refer to whole school strategies as well as classroom strategies (hint consider Child Safe Standards and Supervision of Children policies)
Q20: Now Consider the Victorian Institutes Teaching Code of Conduct.
Describe the purpose of this Code of conduct. (25-50 words)
Q21: Principle 1.1 of the Teaching Code of Conduct is Teachers provide opportunities for all learners to learn. Describe how you would demonstrate this principle in a school. (25 - 50 words)
Q22: The Australian Institute for Teaching and School Leadership (Aitsl) standards let you know what you should be aiming to achieve at every stage of your teaching career. Qs 22 to 23 relate to Aitsl.
Go to the Aitsl website. https://www.aitsl.edu.au/What is the purpose of AITSL? (25 50 words)
B) Consider the Graduate teacher stage and in your own words summarise the 6 Standards expected for a Graduate teacher to know about student learning (50 words)
Q23: Go to the Aitsl website - https://www.aitsl.edu.au/Consider the Graduate teacher stage and in your own words summarise the 6 Standards expected for a Graduate Teacher to know about content and how to teach it. (50 words)
