ASSESSMENT TASK INFORMATION: EUB103 Culture studies: Indigenous education
Assessment 2 – Portfolio
This document provides you with information about the requirements for your assessment. Detailed instructions and resources are included for completing the task. The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included.
Task overview Assessment name Portfolio Task description
This task allows you to prepare for practice as you imagine yourself as a teacher in a school community. You have an opportunity to research the community, demonstrating your understanding of contemporary Indigenous communities and their cultural and historical foundations, and to identify who you could contact to develop relationships and further your own knowledge. Once you have this contextual information, you can show your understanding of teaching strategies and resources that are responsive to diversity when embedding Aboriginal and Torres Strait Islander perspectives into the curriculum. Due Date Friday 24th May submitted via Turnitin in your Blackboard site by 11:59pm.
Task snapshot Length 2000 words +/-10% Word length includes in-text referencing and excludes your reference list and appendices Weighting
60% Individual or Group Individual Formative or Summative
Summative How will I be assessed Rubric (HD – LF) Learning outcomes measured
3. Synthesise various knowledge to create culturally safe, supportive, caring, inclusive and positive learning environments for Indigenous and non-Indigenous students. (APST 1.3, 1.4, 2.4, 3.3, 3.4, 4.4) 4. Devise ways to engage ethically and respectfully with learners, colleagues
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parents/carers and communities from diverse backgrounds. (APST 3.7, 7.3,7.4) 5. Demonstrate effective written professional communication.
Please see https://www.aitsl.edu.au/teach/standards for further information on these standards.
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Submission information What you need to do Part A Community snapshot (written – 600 words) 1. Choose an Australian community, perhaps the suburb you live in or the town you grew up in. 2. Describe its current composition, focusing on who lives there, including First Nations people, the way this community understands itself and relationships between peoples. 3. Trace the community’s history as one story, weaving together First Nations and Anglo-Australian experiences. 4. Outline the influences through history that have created this community. 5. Articulate your cultural position in relation to this community and its First Nation members. 6. Analyse the appropriateness and credibility of your information sources. Part B Engagement plan (written – 400 words) 1. List First Nations, or First Nations affiliated, organisations, roles or networks that you could contact in this community. 2. Indicate why you would contact each of these entities. 3. Explain how you would approach each of the organisations. 4. Draft an introduction email to one of the entities you have listed. Part C Classroom rationale (written – 1000 words) 1. Describe Indigenous-aligned pedagogy and curriculum practices you could implement in a classroom in the community you have described above. 2. Explain why these are appropriate teaching, curriculum and resource choices for the community you have described. 3. Explain how your teaching, resource and curriculum choices will work to create a culturally safe, inclusive learning environment for First Nations and non-Indigenous students in that community. 4. Support your choices with reference literature Resources available to complete task
QUT cite|write – APA guide
How to submit an assignment with Turnitin What you need to submit One Microsoft Word document that contains the following items: 1. Assignment Cover Sheet – must include: unit code, unit name, semester and year, assignment title, student name, student number, word count (if applicable) the following statement of authorship: In submitting this work, I declare that, unless otherwise acknowledged, this work is wholly my own. I understand that my work may be submitted to Turnitin and consent to this taking place. 2. All three parts of the assignment. 3. A reference list at the end of the document. Submission requirements
This assessment task must:
1. use QUT APA referencing for citing academic literature
2. be submitted in electronic format as an Adobe PDF document or Microsoft Word document via Turnitin by following these steps:
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a. Access the Turnitin Submission link >>View/Complete
b. Click on the Submit button
c. Give the submission a title, select the correct file and click Upload
d. Click Confirm
e. Click Return to Assignment list
f. To check successful submission, you will receive a text match %, and you are able to resubmit, view or download your paper
g. ALWAYS check your student email for the submission receipt Moderation All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised.
Academic Integrity
As a student of the QUT academic community, you are asked to work to uphold the principles of academic integrity during your course of study. QUT sets expectations and responsibilities of students, more specifically it states that students “adopt an ethical approach to academic work and assessment in accordance with this policy and the Student Code of Conduct. E/2.1 (MOPP C/5.3 Academic Integrity).
At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by ‘others’ to support and inform their work, always making due acknowledgement to the source. While we encourage peer learning, it is not appropriate to share assignments with other students unless your assessment piece has been stated as being a group assignment. If you do share your assignment with another student, and they copy part of or all of your assignment for their submission, this is considered collusion and you may also be reported for academic misconduct. If you are unsure and need further information you can find this at http://www.mopp.qut.edu.au/C/C_05_03.jsp#C_05_03.03.mdoc.
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EUB103 | Culture Studies: Indigenous education |Assessment Task 2 | Portfolio | Rubric
Possible marks: 60 Criteria High Distinction 100 – 85% Distinction 84 – 75% Credit 74 – 65% Pass 64 – 50% Marginal Fail 49 – 40% Fail 39 – 25% Low Fail 24 – 0%
Community connections
Develop an informed understanding of an Indigenous community and the people in it.
(20 marks)
Uses theory to interpret the composition of the community and race relations. Provides sophisticated insight into personal cultural position and the Indigenous community. Interrogates sources for additional perspective-based insights.
Provides a sophisticated overview of the community, linking history, policy and the present. Critiques the sources of information for their benefits and limitations.
Places the community in historical and policy context. Includes a variety of sources of information.
Describes a community and its Indigenous composition, and positions self in relation to this community. Provides some historical context. Uses appropriate sources.
Demonstrates limited understanding of the community, its Indigenous composition and its context. Positioning of self in relation to this community is limited in understanding. Sources need expansion.
Significant issues in community description displaying a shallow understanding. Issues with the positioning of self in relation to the community and insufficient sources.
Insufficient submission. Community engagement Identify Indigenous community engagement strategies. (10 marks) Articulates and navigates community politics and shows detailed understanding of the complexities of forming relationships. Draws on a variety of engagement strategies to suit the circumstances. Demonstrates awareness of the politics of communities and responds accordingly with appropriate engagement and relationship development strategies. Recognises diversity in community composition and devises responsive engagement and relationship development strategies. Identifies appropriate entities and describes appropriate strategies for engaging with them and developing relationships. Limited number or inappropriate entities identified. Engagement and relationship development strategies need development. Significant issues with the number or type of entities identified and the engagement and relationship development strategies suggested. Insufficient submission.
Professional practice
Identify strategies that create culturally safe, inclusive and positive learning environments for Indigenous and non-Indigenous students.
(20 marks)
Uses theory to expand insights into curriculum, pedagogy and resource strategies, creating a comprehensive and integrated approach to practice.
Selected curriculum and pedagogy practices show innovation and responsiveness and authentic engagement with First Nations aspirations in education.
Links identified curriculum, pedagogy and resource practices to cultural safety and differentiates for Indigenous and non-Indigenous audiences.
Identifies curriculum, pedagogy and resource practices appropriate to the identified context and articulates why these strategies are appropriate to the identified context. Provides accurate descriptions. Provides appropriate literature support.
Some errors in descriptions of curriculum, pedagogy and resource choices and/or unclear relationship to context. Unclear linkages between selected strategies and the desired learning environment. Limited literature support.
Curriculum, pedagogy and resource choices show significant errors in understanding and/or are inappropriate to the identified context. Limited linkages between selected strategies and the desired learning environment. Significant issues with reference support.
Insufficient submission. Written communication Writes effectively and to a professional standard that responds to the context of Indigenous education. (10 marks) Writes an introduction that additionally demonstrates knowledge of Indigenous aspirations in education. Writes an introduction that additionally demonstrates awareness of the complexities of positioning the self in Writes an introduction that additionally responds to the identified First Nations context. Writes a respectful introduction tailored to the entity being addressed. Introduction needs development. Lapses in professional writing. Writing does not meet a professional standard.
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relation to the First Nations context.
Result: /60 Additional Feedback:
Marker: Date:
