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Case study Calmere House provides respite and residential care for adults with care needs. Established in 1974 by David and Anna Calmere, Calmere House’s ethos is centred around high quality care with a personal touch. David and Anna’s daughter, Kirsten, took over the business in 2002 when David and Anna retired.

Kirsten’s consultative management style is similar to that of her parents. She values employee input into management decisions as employees have qualifications, skills, and experience in their specialist fields of work. Kirsten holds regular staff meetings as well as one to one check-ins. The purpose of these meetings is to communicate information about the progress of Calmere House against its business goals and to gain the views of employees on the best way to achieve these goals. The nursing staff hold handover meetings at the end of each shift and work well as a team. Employee retention is high, and employees feel strong engagement and commitment to the residents, their co-workers and to Kirsten. When an employee leaves, co-workers participate in the selection process, with behaviours viewed as being as important as qualifications and experience. Onboarding includes details of the history of Calmere House, with Kirsten telling stories about how her parents founded the Company and sold their own home to raise the money needed. Policies and procedures are limited, with informal ad-hoc approaches in place. Calmere House has a flat organisational structure with all 42 employees reporting directly to Kirsten.

After more than two decades of running the care home, Kirsten has now decided that she would like to pursue her own, rather than her parents’ interests. In addition, Kirsten is worried about continuing increases in utility and staff costs and feel these may compromise residents’ care. Kirsten decides to sell the business and use the money raised to start her own new business, a spa and wellness centre.

After great deliberation, Kirsten decides to sell Calmere House to Chaffinch Group, a large care home company. Kirsten feels that Chaffinch Group have the resources to invest in much needed refurbishment of residents’ rooms and facilities and will provide her employees with greater job security.

The sale goes ahead. Kirsten advises the employees of the sale and explains why it was necessary. Employees are shocked and find it hard to believe that the sale will go ahead as Kirsten had managed the business with passion and Calmere House was the focus of her life. Chaffinch Group appoints a manager, Kath, who has worked for Chaffinch Group for five years, and the Company starts to refurbish rooms. Chaffinch Group change the organisational structure to a hierarchical, bureaucratic structure. The workforce reports to Kath, Kath reports to one of eight area managers, who reports to one of two general managers, who reports to an operations director. Kath’s management style is autocratic, she gives instructions and expects them to be followed without discussion. When challenged by employees she responds, “I know what Chaffinch wants, and they need to see a return on their investment”. Chaffinch Group introduces the same policies and procedures in Calmere House that are in place throughout the rest of the Group, advising employees of these by email. The People team at Chaffinch Group consists of a people manager, a recruitment advisor, an employment relations case advisor, and an administrator.

Residents are also becoming disgruntled. Initially, they welcomed the idea of room refurbishments but have found that the rooms now lack individual character, and all look the same. Previously, permanent residents could choose the colour schemes and decor of their rooms and great care was taken to ensure the residents preferences were actioned.

As time goes on, employees start to leave as they do not like the new culture; they are often replaced with agency workers. Kath notifies the Agency of the requirement for the roles, the agency workers’ qualifications and experience are checked by the Agency and an agency worker is offered the work. Chaffinch Group does not undertake any further assessment of their suitability. In addition to employee turnover increasing, sickness absence has also risen. Existing employees are starting to feel hopeless and are becoming more dissatisfied as they find that: their workloads have increased as they cover absences; they miss the support of co-workers who have left; they work longer hours to reduce the impact on residents; they feel their views and opinions are no longer sought or valued; and they no longer know what the business is planning or how plans will affect them. Overall, employees feel that the change in ownership is not positive and was not managed well.

Chaffinch Group is also unhappy. Calmere House is not generating the income anticipated due to long-term residents choosing to move to alternative care homes and difficulties in attracting new permanent residents and new respite care residents. Chaffinch Group are wondering why a previously stable workforce now has high employee turnover and why Calmere House has changed from the care home that had a waiting list of potential residents to one with empty rooms. Chaffinch Group have set a goal to fill 100% of resident rooms within six months.

Questions

Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1)

Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2)

Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3)

Q4. Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4)

Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1)

Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2)

Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3)

Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4)

Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5)

Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1)

Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2)

Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3)

Your evidence must consist of:

Written answers to the assessment questions, approximately 4550 words (+/- 10%), refer to CIPD word count policy.

Answer Checklist You may find the following checklist helpful to make sure that you have answered all the questions. You don’t have to use it if you don’t want to. Questions Answered Y/N Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1) Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2) Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3) Q4 Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4) Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1) Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2) Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3) Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4) Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5) Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1) Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2) Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3) Declaration of Authentication Declaration by learner I can confirm that:

1. this assessment is all my own work.
2. where I have used materials from other sources, they have been properly acknowledged and referenced.
3. I have not used Artificial Intelligence tools to generate content for my assessment. I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action. Learner name: Learner signature: (This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.) Date of submission* Date of first re-submission (if applicable) * Date of second re-submission (if applicable) * *This should be the date on which you submit your assessment for marking

5CO01 Organisational performance and culture in practice Marking Guidance for Assessors

You should mark in line with the marking descriptors set out on page 12 of this brief. You must provide a mark from one to four for each question set. You must provide constructive, developmental feedback against each question where you award a mark of one, so refer/fail and rich summary feedback at the end of the feedback form, following the instructions provided there. To pass the unit assessment learners must achieve a mark of two (Low Pass) or above for each of the questions. You must refer/fail them if you award a mark of one for any of the questions. Please ensure that you use the correct terminology. Learners have three attempts at the assessment. They only ‘fail’ the assessment if they do not achieve a mark of two for any of the questions at their third attempt. Until then they are ‘referred’. When you have marked each question, you should total the marks awarded and determine the unit outcome. The table below shows the marking bands for each outcome for this unit. Overall mark Unit result 0 to 23 Refer/Fail 24 to 30 Low Pass 31 to 39 Pass 40 to 48 High Pass

Please note that the unit outcome is provided: • to help learners understand where they are performing well and where they may need to develop • to help inform your teaching practice • for moderation purposes

The qualification is not graded and unit outcomes do not appear on learners’ certificates.

Marking Descriptors

Mark Range Descriptor 1 Refer/Fail The response DOES NOT • demonstrate the knowledge, understanding or skill required to meet the AC • include any, or appropriate examples, where these are required to support the answer • include evidence of the use of reading and research to inform the answer • include at least one appropriate reference for each assessment criteria (where this is required) * • refer to the case study • respond clearly to the question/task and is not well expressed • have an appropriate format or structure which meets the requirements set out in the brief. 2 Low Pass The response DOES • demonstrate the minimum level of knowledge, understanding or skill required to meet the AC. • include an appropriate example where this is required to support the answer. • include evidence of some reading and research to inform the answer. • include a reference for each assessment criteria (where this is required) * • refer to the case study • respond to the question or task although it could be clearer and/or better expressed • have an appropriate format or structure which meets the requirements set out in the brief 3 Pass The response • demonstrates a good level of the knowledge, understanding or skill required to meet the AC • includes use of a good example or examples where these are required to support the answer • includes evidence of a good level of reading and research to inform the answer • includes good use of at least one reference for each assessment criteria (where this is required). * • makes good reference to the case study • directly addresses the question/task and is well expressed • has a good format or structure which meets the requirements set out in the brief 4 High Pass The response • demonstrates an excellent level of the knowledge, understanding or skill required to meet the AC • includes use of an excellent example or examples where these are required to support the answer • includes evidence of extensive reading and research to inform the answer. • includes excellent use of at least one reference for each assessment criteria (where this is required) * • makes excellent reference to the case study • responds very clearly to the question/task and is particularly well expressed has an excellent format or structure which meets the requirements set out in the brief *Not all ACs in each unit need a reference. If they don’t, the brief will say so. All ACs in Unit 5CO01 require a reference. References should be presented using a recognised form of referencing. For example, if using Harvard referencing, this would include in-text citations and a list of references or bibliography at the end of the assessment.

Marking grid and feedback for learner Unit 5CO01: Assessor Feedback to Learner

Centre number 1169 Centre name e-Careers Learner number (1st 7 digits of CIPD Membership number) Learner surname Learner other names (e.g. first name and middle name(s))

Note to Assessor – Please enter a mark for each AC. You need only provide feedback where you have awarded a mark of 1. This feedback should be developmental.

TASK Question Number Question Mark 1-4 Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q4. Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Total marks for TASK

Total marks for TASK (resubmission 1 if applicable)

Total marks for TASK (resubmission 2 if applicable)

eam Assignment 6: Create the 4Ps of Marketing (Marketing Mix) and finalize the International Business Project (IBP)
Group Category
International Business Project (IBP)
Group Name
Group 1
Instructions
Background
In this assignment, you will collaborate with your team to develop your International Business Project assigned in Module 1. Continue working with your team to complete the fourth segment: Develop the 4 Ps of Marketing (Marketing Mix) (Module 4) to complete your IBP Report.
Instructions
Write a 15-page report, International Business Plan, using Microsoft Word ® in which you address the following:
Company Proposal & Background (Module 1)
Write 2-to 3 pages in which you include the following:

1. Research and select a country to do business in outside the United States.
2. Select a service, product, or idea.
3. Create a company name and logo and describe the meaning behind each of the following selections:
   a. Name
   b. Logo
   c. Mission
   d. Structure
   Trade Agreement (Module 2)
   Using two paragraphs, discuss the presence or absence of trade agreements associated with doing business with the country you selected. Make sure to address the following:
4. Specify if there is a trading agreement between the trading countries.
5. Explain the effects of the trade agreement (if this is the case) and how it impacts the service, product, or idea you have selected.
6. If no, explain the advantages or disadvantages of not having a trade agreement.
   Market Entry Strategy (Module 3)
   Select one of the following options to develop your market entry strategy. Explain your chosen strategy and why this approach was optimal for your company.
7. Licensing
8. Franchising
9. Joint Venture
10. Merger and Acquisition
11. Wholly Owned Subsidiary (WOS)
    a. 100% acquiring
    b. Greenfield Investment
    c. Brownfield Investment
    4 Ps of Marketing (Marketing Mix) (Module 4)
    Explain the marketing objectives, strategies, and tactics addressing the following outline:
12. Product Range
    a. What is your total, core, and auxiliary product?
    b. What are the product’s ingredients?
    c. What are the product’s features?
    d. How is the product used?
    e. What are the benefits of your product?
    f. How much do you buy/produce?
    g. Where do you buy/produce?
    h. How do you package and label your product?
13. Advertising and Promotion
    a. How do you package our product?
    b. How do you advertise the product – TV, radio, Internet Web Site, newspaper?
    c. How do you promote the product?
    d. What is the theme and message of your advertisements?
14. Distribution or Place
    a. Where do you start or enter the market?
    b. How and where do you move the product?
    c. What is your delivery time?
    d. What is your delivery cost?
15. Product Price
    a. What is your cost?
    b. What is your pricing objective?
    c. How much do you charge?
    Format your report to include a cover page with the following:
16. Course No/Title
17. Name of the Professor and Course Term/Month
18. Team Number and Designated Team Leader
19. Team member names and NU ID numbers.
    Compile all segments to finalize your 15-page report.
    Cite a minimum of 25 sources using APA format to include a required reference list.
    Grading
    This assignment is worth 200 points and is due on Sunday. For more specifics on how this will be graded, refer to the rubric.

Assignment Instructions For this assignment: Analyze the development of your chosen policy. Analyze the historical background that led to the development of the policy. Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals. Evaluate the effectiveness of the policy with respect to the target population. Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population? To what extent does the policy meet or improve the social values of the target population? To what extent does the policy adhere to best practice ethics and best practice standards?

If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well. Evaluate the feasibility of the policy. Is the policy politically, economically, and administratively feasible? Provide details and rationale. Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population. Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population? Guidelines Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature. Review the Policy Analysis rubric for information on how your work will be graded. Review the feedback you received for the previous assignments to improve the quality of your submission. Further feedback from this assignment will help you improve your work for the final Policy Analysis and Recommendations assignment. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Cited resources: A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years. Length of paper: 5–7 typed, double-spaced pages. Font and font size: Times New Roman, 12 point. Due date: Assignment must be submitted to your instructor in the courseroom no later than Sunday, 11:59 p.m. CST, this week.

Kaplan Business School Assessment Outline

Assessment 3 Information

Field	Details
Subject Code	DATA6000
Subject Name	Capstone: Industry Case Studies
Assessment Title	Project Report
Assessment Type	Individual Report and Pitch
Assessment Length	2000 Words (+/-10%)
Weighting	35% Report / 15% Pitch
Total Marks	50
Submission	Turnitin and in class
Due Date	In class and Friday Week 12

Your Task

1. Develop and execute an analytics project that must include predictive analytics and/or forecasting.
2. Describe your project work addressing all feedback received in a report.
3. Pitch your work convincingly in 3 minutes.

Assessment Description

To synthesise your learnings from the Business Analytics course into a report, you need to undertake an analytics project and prepare an industry research report.

Objective: Your objective is to develop a solution that must:

• Outline an industry business problem with a question that can be addressed through data analytics.
• Apply descriptive and predictive analytics techniques to the business problem.
• Provide recommendations addressing the business problem using data visualisations and outputs.
• Communicate these recommendations to a diverse audience of analytics and business professionals.

This assessment aims to achieve the following subject learning outcomes:

• LO2: Employ the techniques covered throughout this course as they relate to contemporary client data and technology.
• LO3: Analyse the financial, ethical and environmental considerations related to data analytics and technology.
• LO4: Integrate advanced and innovative data-driven technologies for an industry project.

Tasks

• You are required to develop an analytics model and upload this model to the file dropbox.
• You are required to produce a report and upload it to Turnitin.

In your report, please follow the below structure. The words per section are only a suggestion.

1. Executive Summary (100 words)

• Summary of the business problem and data-driven recommendations.

2. Industry Problem (300 words)

• Provide industry background.
• Outline a contemporary business problem in this industry.
• Justify why solving this problem is important to the industry.
• Formulate a question based on the problem that is solved in this project.
• Justify how data can be used to provide actionable insights and solutions.
• Reflect on how the availability of data affected the business problem you eventually chose to address.

3. Data Processing and Management (400 words)

• Describe the data source and its relevance.
• Outline the applicability of descriptive and predictive analytics techniques to this data in the context of the business problem.
• Briefly describe how the data was cleansed, prepared, and mined (provide one supporting file to demonstrate this process).

4. Data Analytics Methodology (400 words)

• Describe the data analytics methodology and your rationale for choosing it.
• Provide an Appendix with additional detail on the methodology.

5. Visualisation and Evaluation of Results (300 words)

• Visualise descriptive and predictive analytics insights.
• Evaluate the significance of the visuals for addressing the business problem.
• Reflect on the efficacy of the techniques/software used.

6. Recommendations (400 words)

• Provide recommendations to address the business problem with reference to data visualisations and outputs.
• Effectively communicate the data insights to a diverse audience.
• Reflect on the limitations of the data and analytics technique.
• Evaluate the role of data analytics in addressing this business problem.
• Suggest further data analytics techniques, technologies and plans that may address the future business problem.

7. Data Ethics and Security (100 words)

• Outline the privacy, legal, security and ethical considerations relevant to the data analysis.
• Reflect on the accuracy and transparency of your visualisations.
• Recommend how data ethics needs to be considered if using further analytics technologies and data to address this business problem.

8. Elevator Pitch (3 Minutes)

• Prepare a 3-minute presentation pitching your project.
• Approach this task as if you are seeking funding and have just met an investor in the elevator.

Assessment Instructions

1. Your report should be submitted in Word Document or PDF format and be approximately 2,000 words in length, excluding references and appendices.
2. Report Format: Your submission should be a well-structured report that includes:
   • An executive summary.
   • A detailed solution and interpretation.
   • Analysis of the problem-solving approach.
   • Ethical considerations.
3. Visual Aids: Integrate diagrams and flowcharts to illustrate your solution and the data flow within the network.
4. References: Support your analysis with at least ten academic references.
5. Process Documentation: Document your thought process and decision-making journey from the initial design to the final recommendations.
6. Please refer to the assessment marking guide to help you complete all the assessment criteria.
7. Submit your written report via Turnitin as a .docx file.

Important Study Information

Academic Integrity and Conduct Policy https://www.kbs.edu.au/admissions/forms-and-policies

KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.

Please read the policy to learn the answers to these questions:

• What is academic integrity and misconduct?
• What are the penalties for academic misconduct?
• How can I appeal my grade?

Late Submission of Assignments

Number of Days Late	Penalty
1* – 9 days	5% per day for each calendar day late deducted from the total marks available.
10 – 14 days	50% deducted from the total marks available.
After 14 days	Assignments submitted more than 14 calendar days after the due date will not be accepted and the student will receive a mark of zero for the assignment(s) unless special consideration, reasonable adjustment or an alternative factor related to compassionate circumstances is approved and applied.

Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty.

Length Limits for Assessments Penalties may be applied for assessment submissions that exceed prescribed limits.

Study Assistance Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Further details can be accessed at https://elearning.kbs.edu.au/course/view.php?id=1481

Generative AI Traffic Lights

Traffic Light	Amount of Generative AI Usage	Evidence Required	This Assessment
Level 1 – Prohibited	No GenerativeAI allowed. This assessment showcases your individual knowledge, skills and/or personal experiences in the absence of Generative AI support.	The use of generative AI is prohibited for this assessment and may potentially result in penalties for academic misconduct, including but not limited to a mark of zero for the assessment.
Level 2 – Optional	You may use GenerativeAI for research and content generation that is appropriately referenced. This assessment allows you to engage with Generative AI as a means of expanding your understanding, creativity, and idea generation in the research phase of your assessment and to produce content that enhances your assessment.	The use of GenAI is optional. Your collaboration with GenerativeAI must be clearly referenced. You must include an appendix that documents your GenerativeAI collaboration including all prompts and responses.	✓
Level 3 – Compulsory	You must use GenerativeAI to complete your assessment. This assessment fully integrates Generative AI, allowing you to harness the technology’s full potential in collaboration with your own expertise.	You will be taught how to use generative AI and assessed on its use. Your collaboration must be clearly referenced and an appendix documenting all prompts and responses must be included.

Assessment Marking Guide

Standards for this Task	Points	Feedback
Problem Statement — Clear executive summary; clear description of the industry problem; clear description of data processing and management; well-researched project with accurate and relevant referencing.	/10
Results, Analysis & Recommendations — Extensive coverage of analytics methodology including an appendix. Multiple data sources used effectively. Clear forward-looking outcomes. Extensive discussion of project recommendations. Clear outline of privacy, legal, security and ethical considerations. Analytics model file uploaded to file dropbox (if missing, marks for this section = zero). For a higher grade: original and challenging business problem; multiple, technically sophisticated analytics methods.	/20
Report — Appropriate structure; ten or more relevant references; in-text references related to paragraphs; use of GenerativeAI in accordance with Traffic Lights; report uploaded to Turnitin and analytics model to file Dropbox.	/5
Elevator Pitch — Appropriate arguments to convince audience; understanding of competitive benefit; ability to answer questions; project pitched must match Assessment 2 and Assessment 3 report.	/15
Total	/50

ssessment 2 Description

Assessment 2: Case study

Assessment Description

Weighting: 2,000 words (50%)

For Assessment 2, you are required to analyze the dataset provided here (Telework data for Assessment 2 (S1 2026)-1-1.xlsx Download Telework data for Assessment 2 (S1 2026)-1-1.xlsx; Telework data for Assessment 2 (S1 2026)-1-1.sav Download Telework data for Assessment 2 (S1 2026)-1-1.sav) and write a research report that addresses the following questions embedded in the case study below. The data can be accessed from the course site.

Case study: Does working from home work?

James Smith is the HR director of Atrip, a travel agency with 90 call centre employees. In order to reduce office rental costs, he has recently implemented a HR policy that allows the call center staff to work from home (i.e., telecommuting). However, he is not sure about how allowing employees to work from home would impact employees’ productivity. In view of this uncertainty, James would like to conduct survey-based research among all the home workers to ascertain the impact of a telework-related job characteristic (i.e., work autonomy, organizational support and work flexibility) on employee productivity.

Peter Winterton is a research analyst from a large business consulting firm. He is hired by James to carry out the above-mentioned survey research.

In James’ conversation with Peter, he raised several points.

• “Peter, I am a strong supporter of telecommuting for call centre staff. I must show my boss that this remote work arrangement has made positive impact in terms of improving employees’ productivity. So, can you provide research findings that support this position?”
• “Peter, we are in a hurry. We need your research report completed in two days.”
• “The call center manager is also interested in how his subordinates responded to this survey. Can you share the raw survey data with him?”
• “We are interested in how our competitors will react. Have you ever done research for them?”

Your task is to write a research report based on the survey data that addresses the following:

1. For each of the statements made by James Smith (see the four dot points above);
   1. Identify the ethical issues that Peter needs to consider in his response
   2. Use the ethical principles introduced in the course to explain these issues and why they are important.
2. Conduct a regression analysis to see which variables (including work autonomy, organizational support and work flexibility) can significantly predict employee work motivation. Explain this finding with theory or academic literature.
3. Conduct a regression analysis to detect which variables (including work autonomy, organizational support, work flexibility and employee work motivation) can significantly predict employee productivity. Explain this finding with theory or academic literature.
4. Based on regression results from the previous two questions, calculate the indirect effect of work autonomy (predictor) on employee productivity (outcome) through employee work motivation (mediator). Explain this indirect effect with theory or academic literature. (Tips: Please follow the 4-step procedure here to calculate the indirect effect: How to test indirect effects Download How to test indirect effects)
5. Make research-based recommendations for improving the productivity of these home workers.

Your report should be structured in the following manner:

• Title
• Table of contents
• Executive summary
  • This is normally completed after the body of the report has been written. It is a short overview of the entire report, including the title of the report, the major issues addressed by HR analytics in the current report, a summary of the findings and recommendations
• Introduction
  • Introduce the HR issues that will be discussed in the report.
• Discuss the ethical issues embedded in the four statements made by James Smith
• Analyse the key data, present and interpret your resu
• lts from the data analyses
• Propose recommendations
  • Make appropriate recommendations
  • Provide justifications for recommendations
• Conclusion
• References: You need to use at least EIGHT academic references from reliable sources.
  • Use APA referencing conventions to cite any external sources used.

SRT159 – Construction Projects 1

School of Architecture and Built Environment

Trimester 1 – 2026

SRT159 Assessment Task 3: Individual Building Process Portfolio

Key information

Assessment type	Portfolio, Report and Oral Presentation
Team or individual task	Individual
Due date	• Thursday, May 21 at 8 PM (AEDT), Week 11 of Trimester 1 (through unit site) • Presentation will be during lecture and seminar times in Week 11
Percentage of final grade	40%
Word count	• 1800 Words for report (excluding references and appendices) • 10 Minute Maximum with no more than 10 slides for oral presentation • The portfolio characteristics will be discussed in classes and seminars
Referencing style	Author-Date (APA7) system
Other key requirements	As part of this assessment, you will need to: • Monitor 3 domestic construction sites • Progression report and creative portfolio, including illustrating residential dwelling scenario using visual tools (Digital or sketch) • Present your ppt slides during lecture and seminar times in Week 11
Submission format	• PDF file for Portfolio • PDF file for Report • Oral Presentation
Submission method	Upload your assessment file(s) to the SRT159 CloudDeakin dropbox for AT3
Feedback	Feedback, that may be general or individual, will be given in the seminar sessions and through the unit site in a timely manner. This feedback provides guidance on the strengths and weaknesses in your understanding of the Unit assessments and may be of value for future assessments.

Assessment description

This assessment involves documented observations of house construction, including photographs and hand-drawn sketches.

It involves building a portfolio of work to demonstrate what you have learnt about building and construction regulatory information, gained through seminar activities, site visits, and practical application and presentation.

PURPOSE OF ASSIGNMENT 3

The purpose of this assignment is to enable you to:

• Explain and interpret the compliance requirements and minimum standards for the construction of residential buildings, including the Building Code of Australia, Australian Standards, and other authority regulations.
• Interpret, analyse and use residential construction drawings

Assessment instructions

Students are required to complete the following:

• Identify a minimum of 3 domestic construction sites that they can monitor regularly for the duration of the trimester. Each site should be at a different stage of construction. E.g.: excavation and footings; framing; enclosure; fit out and finish, or the like.
• Make weekly summary notes on the activities undertaken on each site, including the methods of construction, the trades required, and processes undertaken.
• Take photographs of the construction stages/changes and develop sketches showing any key details.

The portfolio can be a mixture of evidence that demonstrates your knowledge and applied learning, capturing work learnt in the unit. The portfolio will be represented in a report structure.

In your presentation and report, you must be able to explain why you have chosen to build your model in a particular way and refer to the regulations and other sources you consulted.

Format of assignment

There are three tasks to this assignment.

Task 1: Portfolio of work (12 Marks) – Submitted as a PDF

Your portfolio includes a variety of work, including:

• Create a self-created, detailed visual illustration of a/part of a residential dwelling, which demonstrates and clarifies the relevant construction details in accordance with the compliance regulations/clauses, and a construction program to represent a profound detail for your work portfolio.
• Your own hand-drawn sketches, graphics and drawing snippets
• Snippets of important notes, specification notes and regulatory information.

Digital option: The digital modelling software you choose will translate your portfolio design intent into a geometric model and architectural details aligned with your site experiences.

Please note, this is a self-management activity utilising Deakin software platforms. Examples are Revit, AutoCAD, SketchUp and Adobe Express.

Sketch option: You can develop your sketch where it is appropriate and improve it digitally.

Task 2: Individual Report (20 Marks) – Submitted as a PDF

The report should be a professional, around 1800-word document that includes two parts:

1-  An overview of your work portfolio, as noted in task 1, including either your digital creation or sketch in accordance with the compliance regulations/clauses, and a construction program with a critical element of the housing project (Model). Highlight the compliance details with the “Timber Framing Manual”/Australian Standards and other applicable regulations. Align it with a representation of your portfolio.

2-  The collective weekly monitor report of a minimum of 3 domestic construction sites for the duration of the trimester. Each site should be at a different stage of construction. The reports on the observed activities at each site include the construction methods, the trades required, and the processes undertaken. Include photographs and sketches representing the key details. Outline the key takeaways.

https://www.deakin.edu.au/students/study-support/study-resources/academicskills/report-writing

Task 3: ORAL PRESENTATION using a virtual application (8 Marks- 5+2-minutes) – to be presented at seminar or lecture

• Develop a narrated PowerPoint presentation of your portfolio.
• 5-minute maximum presentation
• Well-scripted, logical, which may show elements or portions of your portfolio.
• No more than 10 slides.

Follow the cloud unit site for instructions

ADDITIONAL INFORMATION

Please see creating a portfolio here:

https://deakin.libguides.com/creating-portfolios

Detaled instructions for this assignment will be given in classes and at seminars. While the above provides a substantive summary of what is required of students, it remains the student’s responsibility to ensure that assignment submissions meet the requirements spelled out in face-to-face sessions.

The main references used in SRT159 for this subject are:

• Numerous Australian standards used in Residential construction for low-rise buildings, for example, AS 1684 Residential Timber Framed Construction, Part 2: Non-cyclonic Areas
• Span Tables
• NCC Volume 11
• VBA website
• Building Acts and Regulations

Please use the library as a resource in sourcing these and other related materials. Developing a deep knowledge of the codes and practices used by the industry through familiarity with the resources made available by the library to prospective practitioners is recommended.

This assignment, composed of ‘three tasks,’ is to be submitted during Week 11 for the report via CloudDeakin and presentation. The responsibility remains with each student to ensure they are fully familiar with the online submission process. If in doubt, make sure that you give yourself enough time to overcome problems that may prevent you from submitting on time. There are penalties imposed through non-negotiable university policy for late submissions.

ULOs/GLOs covered

This assessment task will help you acquire and demonstrate the following Learning Outcomes:

Unit Learning Outcome (ULO)

Graduate Learning Outcome (GLO)

ULO2: Explain the construction process and the completion of all required permits and approvals for residential construction   ULO3: Identify and explain the roles of players involved in the construction process   ULO 4: Explain and interpret the compliance requirements and minimum standards for the construction of residential buildings, including the Building Code of Australia, Australian Standards and other regulations.   ULO 5: Interpret, analyse and use residential construction drawings

GLO1: assessed through student ability to identify terminology used within the construction industry, and interpret and explain regulatory requirements for residential construction.   GLO2: assessed through student capacity to articulate their analysis of the construction drawings in written report format with necessary appendices.   GLO6: assessed through the continuous documentation of various construction sites over an extended period of time.

Technical Requirements

Notes on a choice of digital modelling software are given in the section under Task 1 above

Guidance for the use of artificial intelligence (AI) in this assessment

Deakin welcomes the opportunity to engage with emerging technologies in education and seeks to build your capability in the ethical and responsible use of current and emergent technology. Deakin also upholds a commitment to academic integrity and to ensuring high-quality educational outcomes that prepare you for an AI-driven future.

GenAI as an assistant

Using genAI as an assistant is appropriate in this assessment task.

To support your learning in this assessment task, it is recommended that you limit genAI use to assist with specific tasks such as editing your work to identify grammatical and spelling errors and getting feedback on your work to improve clarity. You must modify any AI-generated content you use. Your final submission should be your own work and show how you have used your own critical thinking skills and what you have learnt in this unit.

It is important that you take responsibility for your final submission, including:

• Evaluating the accuracy and quality of any genAI generated material.

• Acknowledging how you used genAI tools in this assessment to ensure you are making informed decisions about your learning, demonstrating learning you have gained in the unit, and acting with integrity.

Please use the Acknowledgement statements to guide how you acknowledge the use of genAI in this assessment.

Referencing style

Author-Date (APA7) system

If you need help with your referencing, visit the Deakin Library guide to referencing

How your work will be assessed

Details of the marking criteria for the assignment are attached. If in doubt, students should approach the lecturer. Keep in mind that while specific items are assessed in a ‘yes/no’ fashion, some discretion is reserved to assess the qualitative nature of submissions. Again, students need to take this as an individual task.

Your responses to this assessment task will be assessed against the rubric below.

IMPORTANT: Read the rubric carefully before starting your assignment and self-evaluate your work against the rubric before submitting.

AT3: Individual Building Process Portfolio

Task Breakdown	HD (80-100%)	D (70-79%)	C (60-69%)	P (50-59%)	N (0-49%)	Total (%)
Portfolio
Portfolio Accuracy and Delivery	Display exceptional documentation, graphics, and information that clearly reflect different construction stages.	The portfolio is a fully accurate representation of a component of the house.	The portfolio is well-made, faithful to the design, and robust in the detail of a component of the house.	The portfolio is made well enough to sufficiently represent the details of a component of the house.	The portfolio is not made well enough to sufficiently represent the details of a component of the house.	10
Portfolio Quality Analysis	An exceptionally quality visual, with accurate details of the details of a particular component of the house.	The portfolio is a very well-crafted representation of the building codes in all their details.	The portfolio is well-created, faithful to the codes, regulations and standards.	The portfolio is made well enough to sufficiently represent standard practices and building code requirements for a structural detail of the particular component of a house.	The portfolio is not made well enough to sufficiently represent standard practices and building code requirements for the details of the particular component of a house.	20
Report
Construction process/Scope of work ______________ List of material (estimated and actual) ______________ Construction Schedule Details of task completed	The report includes all required elements as well as additional information. The report is informative, clear, adequately detailed and covered all that is required in the assignment brief plus additional information.	The report includes all required elements. It is informative and clear could have provided more detail and covered all that is required in the assignment brief.	Many items of importance are included. The report is informative and/or clear, required more detail, and/or more data and covered most requirements in the assignment brief.	All but few of the required elements are included. May or not include bibliography and/or references, other additional information such as team charter, minutes of meetings etc. The report needed more depth and detail.	Several required elements are missing or not adequate or appropriate. Almost all items of importance have not been covered and only few items in the assignment brief was covered.	30
Photos and visual graphics (with Commentary)	Professional sketch/visual graphics, photos with commentary that precisely serve to augment issues under consideration as well as additional information.	Professional sketch/visual graphics, photos that precisely serve to augment issues under consideration.	Sketch/visual graphics, photos are used well to draw attention to and illustrate specific issues under consideration.	Sketch/visual graphics, photos are clear and relevant to the points being made.	Lacking adequately presenting photos, visuals and explaining the adopted construction process.	10
Format	The report is formatted to a professional standard, appropriate to information, is well structured-tells a story, Minimal or no spelling or grammatical errors, includes bibliography and is referenced correctly.	The report is well formatted and well structured- tells a story, some spelling or grammatical errors, Format is appropriate for information, includes bibliography and is referenced correctly.	The report is to a high standard and/or is well structured- tells a story, some spelling or grammatical errors, Format may not be appropriate for information, includes bibliography and is referenced correctly.	The report is acceptable with poor structure, some spelling or grammatical errors, Format may not be appropriate for information, May or not include bibliography and/or references.	The report format is not acceptable, and it is poorly structured-too many spelling or grammatical errors. May or not include bibliography and/or references.	10
Presentation
Individual presentation	Professional presentation with a delivery format and message that creates a high impact with the audience.	Compelling and insightful presentation.	Good presentation delivering a considered message.	Competent presentation with a clear and relevant message.	Unprepared and disjointed final presentation.	20
Total Possible Mark						100
Weighting						40%

Any questions about the task?

We encourage you to be proactive and problem-solving to develop your skills in lifelong learning, with the following suggestions:

• Read the Unit Guide and all assignment information before posting a question
• Access the discussion page on the unit site to access answers to questions and information commonly asked about the assessment task.
• Explain in your post what you have already done to try to find the information or solve the problem
• To avoid duplication, read previous posts before posting a new question as it may already have been answered
• Answer other students’ posts when you can!

If you have questions about this assessment task which haven’t been addressed by the above steps, you can email your unit chair directly. You can normally expect a response within 24 hours except at weekends.

Marking and feedback

Feedback will be provided through the unit site within 15 working days of submission.

Available resources and support

Academic skills

Access Study Support: Academic skills to learn more about support services available including Study Planners, Study Skills and Assessment Skills academic skills guides to help you develop your academic and study skills.

Access the Library Resource Guides for key resources to help improve your research, digital literacy and study skills.

Late submissions and extension requests

Access the Study Support: Assessments page if you want to learn more about Penalties for Late Submission, Assessment extensions or how to apply for special consideration.

Access Plan

If you are experiencing a disability, health condition or mental health condition that affects your study or your participation in university life, contact the Disability Resource Centre for assistance and to arrange an Access Plan. An Access Plan is a study support plan prepared to minimise the educational disadvantage you may experience as a result of your disability or condition.

Technical support

Access technical resources and support on the Deakin IT Service Desk page

Academic Integrity

Breaching academic integrity in your assessments is cheating and is not accepted at Deakin. For example, you should not take someone else’s work or ideas and pass them off as your own. If your work contains material copied from a classmate or an external source, your work will be referred to the Faculty Academic Integrity Committee. If you are found guilty of an academic integrity breach, possible penalties include a zero mark for the assessment task, zero marks for the unit, or expulsion from your course.

It is your responsibility to complete your assignments with academic integrity, ensure you have a clear understanding of academic integrity by carefully reading the Study support: Academic integrity do’s and don’ts page.

Assessment Brief EDUC5003 Teaching and Learning

Literacy and Numeracy in Context

Task Summary

Title	Assessment 1: Literacy in Practice.
Type & length	Explanation, Analysis, and Teaching Plan: 2000 words.
Due Date	Week 3, 24/05/2026, 11.59 pm AEST Sunday.
Weighting	50%.
Academic Integrity	GenAI May Be Used within the limits specified.
Submission	Completed template document submitted to Turnitin.
Unit Learning Outcomes	This assessment task maps to the following ULOs: explain a theory-based understanding and knowledge of the role of literacy and numeracy in education. analyse the literacy and numeracy demands upon students together with other available data to identify areas of individual need. develop teaching plans that embody literacy and numeracy focuses, incorporating the effective use of literacy and numeracy strategies and assessment tasks to inform teaching, as well as developing specific strategies for students who require additional support. evaluate the role of digital technologies for effective teaching with literacy and numeracy for all students including students with disability or additional learning needs.

Task Rationale

This section describes the purpose of the assessment task (the ‘why’).

The purpose of the task is to develop both your understanding of the role of literacy in Australian education, and application of the analysis and teaching practices you will use to facilitate your students’ achievement of it. Scaffolded literacy development is an essential part of all learning across the curriculum, so this task is directly relevant to all areas of your future professional practice.

Task Description

This section provides a brief description of the assessment task (the ‘what’).

You will present a theory-based explanation of the role of literacy learning within education, highlighting the importance of ensuring all students are supported across the curriculum to achieve the highest levels of literacy possible. Embodying this essential practice, you will analyse a student work sample and draw upon the Australian Curriculum (V9) General Capability: Literacy to determine the literacy levels evidenced (make sure you make reference to the Version 9 curriculum). Next, you will develop a literacy teaching plan to extend the literacy capabilities of a hypothetical group of students.

Task Instructions

This section provides step-by-step task instructions (the ‘how’).

You will complete three components: an explanation, an analysis, and a teaching plan. These will be completed using the template provided and uploaded to TurnItIn as a single document.

Part A: Explanation of the Role of Literacy Learning within Education (700 words ±10%)

Why do we teach literacy? Explain the role of literacy learning within contemporary Australian education. Your explanation must:

• Be in written (paragraph) form.
• Be specific to your future teaching context (Primary / Secondary).
• Consistently integrate high-quality and relevant academic literature to support your explanation, including the unit’s key readings.
• Be clear and present specific points (avoid generalisations).
• Include discussion about the curriculum-wide relevance of literacy learning.
• Include discussion about how literacy capabilities are relevant both to students’ learning within school, and life beyond school.
• (Optionally) connect to the relevant Australian Professional Standards for Teachers.

Part B: Analysis of Student Literacy Capabilities (700 words ±10%)

How do we know our students’ literacy capabilities? Analyse the literacy capabilities evident within a student work sample. Your analysis must:

• Be in written (paragraph) form.
• Use the Australian Curriculum (V9) General Capability: Literacy to determine the student’s literacy levels.
• Explicitly identify the literacy Element(s) and Sub-element(s) that your analysis is focusing on (these should be the ones most relevant to the selected work sample).
• Explicitly identify the literacy Level(s) within the Sub-element(s) that are evidenced, and what part(s) of the sample evidence them.
• Identify both strengths and areas for future targeted teaching evident in the sample.
• Consistently integrate high-quality and relevant academic literature to support your discussion, including the unit’s key readings.

Part C: Teaching Plan for Literacy (600 words ±10%)

How do we develop our students’ literacy capabilities? Pretend that the student work sample analysed in Part B is representative of those produced by about a third of the students in your (hypothetical) class, and that these students have similar literacy needs to those of the student who produced the sample. For the purposes of this task, it can be assumed that these students also need support with all elements of their literacy; not just those elements that can be identified from the work sample. Present an outline for how specific literacy skills can be taught to this group of students within your hypothetical class. Your teaching plan must:

• Be completed in the table (see the template).
• Explicitly identify the Year Level that this teaching will be delivered to.
• Explicitly identify the Key Learning Area (e.g., English, Geography, PDH/PE, Science, etc.).
• Explicitly identify a Content Descriptor from within that Key Learning Area (code and statement).
• Succinctly explain the focus of the lesson (aligned to part / all of the Content Descriptor).
• Explicitly identify the Australian Curriculum (V9) General Capability: Literacy Element, Sub-element, and Level Statements that will be integrated within this learning (use a row for each different Element / Sub-element / Level Statement heading grouping). These must represent achievable challenges for your students.
• Explain the specific teaching and learning strategies that will be used to achieve the identified Literacy learning, within the larger Key Learning Area learning (focus on the literacy learning, but ensure it is clear how this fits within the larger learning experience). Include examples of specific foci (e.g., spelling, vocabulary, punctuation, grammar, expressive technique, etc.) and some use of teaching resources (e.g., model texts, scaffolds / templates, classroom wall charts, etc.).
• Explicitly identify opportunities for collaborative learning. Explain how the literacy learning can integrate pair, group, or whole class interactions that will boost learning and engagement.
• Explicitly identify digital technologies that can be used to enhance the literacy learning (noting that watching a video is not an example of meaningful digital technology use).
• Integrate high-quality and relevant academic literature to support your planning decisions, including the unit’s key readings.

Formatting and style

• Use Arial or Calibri font and 1.5 line spacing – see SCU QuickGuides for formatting guidance.

Referencing

• You may elect to integrate sources from beyond the unit, however this is not required. Note: if you do integrate sources from beyond the unit, this must be done in addition to drawing upon the key readings provided within the unit (not in place of).
• Adhere to APA 7th style throughout – see the SCU Library APA 7th referencing guide.

Task Submission

This section explains how you will submit your assessment.

Please note that you are required to use the Assessment Template. This unit provides a template for both Assessment 1 and Assessment 2 – ensure you use the correct one for each task.

Your assessment must be saved as a Word (DOCX) document. You must save your submission with a filename comprised of your curriculum / syllabus, surname and initial, and the unit and assessment number, e.g.:

• AC_Logan.M_EDUC5003_A1
• NESA_Logan.M._EDUC5003_A1
• WA_Logan.M_EDUC5003_A1

This document must be uploaded to TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the EDUC5003 Blackboard Site.

Please note: It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time. Turnitin no longer generates an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt – it is your timestamped proof of submission.

Academic Integrity

This section explains the rules surrounding academic integrity for this assessment task, procedures for safe compliance, and possible penalties.

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 Academic Integrity webpage on the SCU website.

NOTE: Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling (if you are repeating the unit, do not recycle elements of a previously submitted assessment), misrepresentation, collusion, cheating, contract cheating, fabricating information.

At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the Assessment Item by the Unit Assessor.

LIMITATIONS WHEN USING GenAI:

GenAI may be used for this assessment within defined limits:

Generative Artificial Intelligence (GenAI) tools (e.g., ChatGPT) may be used within defined limits for this assessment. You may use GenAI to help guide you in the process of completing your assessment work, but not to write your assessment (in part or full). Think of it as a tool, much like the SCU library or a conversation with a knowledgeable colleague: a quick way to access information or an AI tutor to help answer your questions. As such, you can use GenAI to help guide your 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 and does produce biased and false information. You must find reputable scholarly sources to support any of the ideas generated. This is a requirement for this assessment. Importantly, you cannot include content generated by GenAI in your assessment (even if you have paraphrased, summarised, or quoted the output) – instead, use that content as a stepping-stone towards finding the relevant and reputable academic literature needed for your assessment.

You may use Grammarly Premium to help you undertake simple editing to improve the spelling and grammar of your written work.

ACKNOWLEDGING GenAI:

If you use GenAI tools, you must use these ethically, acknowledge their use, and keep evidence of how they were used. For general guidance on what this means, consult the Learning Zone resources Acknowledging and Referencing Generative Artificial Intelligence (GenAI) use and Build your skills using GenAI – PAIR Framework. The SCU Library Guide – GenAI can also help you develop your AI literacy skills.

If you use any GenAI tools (including Grammarly Premium and Copilot), you must acknowledge this usage. In this unit, you do this by including the SCU acknowledgement statement on the cover page of your assessment submission, ticking the appropriate boxes, and completing the table (if relevant).

Importantly, if you use GenAI in this unit, you are also required to include an appendix as the final page of your Assessment submission, in which you clearly document the prompts you provided to these tools and the responses they generate in return (screenshots are acceptable). If no GenAI tools are used in the completion of your assessment, no appendix is required.

If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools beyond the defined limits or without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

MEASURES FOR ENSURING COMPLIANCE:

Based on the Assessment, Teaching and Learning Procedures, Section 3 (clause 16), the following steps may be taken to verify your compliance with the defined limits of GenAI usage in this assessment:

• Invited to attend a Zoom meeting with the Unit Assessor and asked to share your understanding of the assessment task/s and associated concepts; and/or
• Invited to share an explanation of the processes and a list of any digital tools that were used.

This should not be considered an accusation of wrongdoing; however, if there is an unsatisfactory outcome, a formal academic integrity breach may be lodged for further investigation.

SUGGESTED PROCEDURAL SAFEGUARDS FOR STUDENTS:

The following are suggestions to safeguard yourself if you are asked to demonstrate your compliance with the assessment conditions:

• Ensure your use of GenAI is within the defined limits for this assessment task before using it.
• If you are not sure, ASK the Unit Assessor prior to using the digital tool.
• If you use GenAI tools for learning, ensure that you DO NOT copy and paste entire sections of text. You may take the ideas but cannot copy.
• Keep a list of the digital tools and applications that you used to complete this assessment, and clear evidence of exactly how you used it (see the above GenAI may be used for this assessment within defined limits section of this document for more details).
• Take screenshots of your progress when completing your assessment (undertaking research as well as writing), include the date and e in the screenshot. Save these in case they are required.

Special Consideration

This section explains the procedure for applying for a Special Consideration Assessment Extension.

Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via the MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. To apply – see SCU Special Consideration.

For further information, please refer to the Special Consideration section of the relevant SCU Policy.

Late Submissions & Penalties

This section explains the rules relating to assessments submitted after the due date.

According to SCU Policy, late penalties apply. Except when special consideration is awarded, late submission of assessment tasks will automatically lead to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached:

• A penalty of 5% of the total available marks for the assessment task will be deducted from the awarded mark at one minute after the time listed in the due date.
• A further penalty of 5% of the total available marks for the assessment task will be deducted from the awarded mark achieved on each subsequent calendar day until the mark reaches zero.

For more information, see the Assessment, Teaching and Learning procedures policy.

Grades and Feedback

This section explains how your assessments will be marked.

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Gradebook section on the Blackboard Ultra unit site. Please allow 7 days (excluding public holidays) for marks to be posted. Usually, an Announcement will be made on the unit site’s homepage when grades are made available.

Task Rubric

Marking Criteria	High Distinction +	High Distinction	Distinction	Credit	Pass	Marginal Fail	Fail	NA
Criterion 1: Explanation 30%	Flawless explanation of the role of literacy within contemporary Australian education, complete with extremely high-level discussion about the importance of teaching literacy across all parts of the curriculum, and inarguable statements about the relevancy of literacy learning to all other school learning and life beyond school. Expertly provides unfailingly clear and specific points, always supported through integration of an expansive range of high-quality and relevant academic literature (including the unit’s key readings). Made clear, specific, and accurate connection to the APST. Explanation could be used in the Australian Curriculum V10!	Highly distinctive explanation of the role of literacy within contemporary Australian education, including very high-level discussion about the importance of teaching literacy across all parts of the curriculum, and extremely convincing statements about the relevancy of literacy learning to all other school learning and life beyond school. Masterfully provides very clear and specific points, nearly always supported through integration of a broad range of high-quality and relevant academic literature (including the unit’s key readings). Made clear, specific, and accurate connection to the APST.	Distinctive explanation of the role of literacy within contemporary Australian education, including high-level discussion about the importance of teaching literacy across all parts of the curriculum, and very convincing statements about the relevancy of literacy learning to all other school learning and life beyond school. Skilfully provides clear and specific points, consistently supported through integration of a range of high-quality and relevant academic literature (including the unit’s key readings). Made clear and accurate connection to the APST.	Creditable explanation of the role of literacy within contemporary Australian education, including commendable discussion about the importance of teaching literacy across all parts of the curriculum, and convincing statements about the relevancy of literacy learning to all other school learning and life beyond school. Effectively provides largely clear and specific points, mostly supported through integration of several high-quality and relevant academic literature (including the unit’s key readings).	Passable explanation of the role of literacy within contemporary Australian education, including some discussion about the importance of teaching literacy across all parts of the curriculum, and statements about the relevancy of literacy learning to all other school learning and life beyond school. Adequately provides somewhat clear and specific points, sufficiently supported through integration of a limited range of high-quality and relevant academic literature (including the unit’s key readings).	Insufficient explanation of the role of literacy within contemporary Australian education that includes discussion about the importance of teaching literacy across all parts of the curriculum, and statements about the relevancy of literacy learning to all other school learning and life beyond school. Does not adequately provide clear and specific points supported through integration of a range of high-quality and relevant academic literature (including the unit’s key readings).	Submission does not meet the requirements of this criterion.	Not addressed / Not applicable.
Criterion 2: Analysis 30%	Faultless analysis of a suitable work sample, including perfect identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and inarguable determination of the student’s Level(s) within them. Ideally identifies specific elements of the sample that were used to make these determinations. Expertly identifies the student’s strengths and areas for future targeted teaching. Unfailingly integrates high-quality and relevant academic literature to support theoretic statements. Overall, analysis is an exemplar of practice.	Highly distinctive analysis of a suitable work sample, including exceptionally high-level identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and outstandingly accurate determination of the student’s Level(s) within them. Extremely clearly identifies specific elements of the sample that were used to make these determinations. Masterfully identifies the student’s strengths and areas for future targeted teaching. Highly commendable and consistent integration of high-quality and relevant academic literature to support theoretic statements.	Distinctive analysis of a suitable work sample, including high-level identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and very accurate determination of the student’s Level(s) within them. Very clearly identifies specific elements of the sample that were used to make these determinations. Skilfully identifies the student’s strengths and areas for future targeted teaching. Commendable and consistent integration of high-quality and relevant academic literature to support theoretic statements.	Creditable analysis of a suitable work sample, including effective identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and largely accurate determination of the student’s Level(s) within them. Clearly identifies specific elements of the sample that were used to make these determinations. Effectively identifies the student’s strengths and areas for future targeted teaching. Largely consistent integration of high-quality and relevant academic literature to support theoretic statements.	Passable analysis of a suitable work sample, including adequate identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and somewhat accurate determination of the student’s Level(s) within them. Sufficiently clearly identifies specific elements of the sample that were used to make these determinations. Somewhat effectively identifies the student’s strengths and areas for future targeted teaching. Sufficient integration of high-quality and relevant academic literature to support theoretic statements.	Inadequate analysis of a suitable work sample, including identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and sufficiently accurate determination of the student’s Level(s) within them. Does not adequately clearly identify specific elements of the sample that were used to make these determinations. Does not effectively identify the student’s strengths and areas for future targeted teaching. Insufficient integration of high-quality and relevant academic literature to support theoretic statements.	Submission does not meet the requirements of this criterion.	Not addressed / Not applicable.
Criterion 3: Teaching Plan 30%	Presents an entirely classroom-ready planning outline. Perfect and complete identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Perfect and complete identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are inarguably suitable for the students and context. Expert planning that specifically outlines literacy learning strategies / activities that are perfectly conducive to achieving the specified learning, complete with ideal examples of specific literacy foci and learning resources. Exemplary, specific, and perfectly realistic and appropriate consideration of opportunities for collaborative learning. Superlative, specific, and perfectly appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, this is a paragon of literacy planning!	Presents a highly distinctive planning outline. Extremely thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Exceptional identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are very highly suitable for the students and context. Masterful planning that specifically outlines literacy learning strategies / activities that are highly conducive to achieving the specified learning, complete with very effective examples of specific literacy foci and learning resources. Masterful, specific, and exceptionally realistic and appropriate consideration of opportunities for collaborative learning. Masterful, specific, and highly appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, this planning would produce an invaluable learning experience!	Presents a distinctive planning outline. Very thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Very effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are highly suitable for the students and context. Skilful planning that specifically outlines literacy learning strategies / activities that are conducive to achieving the specified learning, complete with effective examples of specific literacy foci and learning resources. Skilful, specific, and highly realistic and appropriate consideration of opportunities for collaborative learning. Skilful, specific, and appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, this planning is ready for classroom use!	Presents a creditable planning outline. Thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Largely effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are suitable for the students and context. Mostly effective planning that specifically outlines literacy learning strategies / activities that are largely conducive to achieving the specified learning, supported with mostly suitable examples of specific literacy foci and learning resources. Effective and largely realistic and appropriate consideration of opportunities for collaborative learning. Effective and largely realistic and appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, with some refinements, this planning is ready for classroom use!	Presents a passable planning outline. Somewhat thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Adequately effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are sufficiently suitable for the students and context. Somewhat effective planning that outlines literacy learning strategies / activities that are adequately conducive to achieving the specified learning, supported with passably suitable examples of literacy foci and learning resources. Sufficiently realistic and appropriate consideration of opportunities for collaborative learning. Sufficiently realistic and appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, with several key refinements, this planning could produce a solid learning experience!	Does not present a passable planning outline. Inadequately thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Inadequately effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are suitable for the students and context. Insufficiently effective planning that outlines literacy learning strategies / activities conducive to achieving the specified learning, supported with suitable examples of literacy foci and learning resources. Insufficient consideration of realistic and appropriate opportunities for collaborative learning. Insufficient consideration of realistic and appropriate integration of digital technologies to meaningfully enhance this learning. Insufficient integration of high-quality academic literature to support your planning decisions. Overall, this planning is not ready for classroom use.	Submission does not meet the requirements of this criterion.	Not addressed / Not applicable.
Criterion 4: Academic and professional literacy 10%	Faultless academic literacy demonstrated with ALL present: Correct word count (+/- 10%). Perfect use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Correctly formatted in-text citations. Correctly formatted reference list. Exactly followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Outstanding academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Perfect use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Correctly formatted in-text citations. Correctly formatted reference list. Exactly followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Distinctive academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Nearly faultless use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Near-perfect formatting of in-text citations. Near-perfect formatting of reference list. Exactly followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Creditable academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Skillful use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Commendable formatting of in-text citations. Commendable formatting of reference list. Closely followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Passable academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Adequate use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Sufficiently well formatted in-text citations. Sufficiently well formatted reference list. Largely followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Insufficient academic literacy demonstrated with MOST present: Incorrect word count (+/- 10%). Inadequate use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Insufficiently well formatted in-text citations. Insufficiently well formatted reference list. Did not follow template instructions. Did not clearly distinguish between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Does not demonstrate academic literacy at the expected level.	Not addressed / Not applicable.

 

Description of SCU Grades

High Distinction:

The student’s 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 student’s performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The student’s 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 student’s performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The student’s 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 student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s 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 student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

Assessment Brief EDUC5003 Teaching and Learning

Literacy and Numeracy in Context

Task Summary

Title	Assessment 1: Literacy in Practice.
Type & length	Explanation, Analysis, and Teaching Plan: 2000 words.
Due Date	Week 3, 24/05/2026, 11.59 pm AEST Sunday.
Weighting	50%.
Academic Integrity	GenAI May Be Used within the limits specified.
Submission	Completed template document submitted to Turnitin.
Unit Learning Outcomes	This assessment task maps to the following ULOs: explain a theory-based understanding and knowledge of the role of literacy and numeracy in education. analyse the literacy and numeracy demands upon students together with other available data to identify areas of individual need. develop teaching plans that embody literacy and numeracy focuses, incorporating the effective use of literacy and numeracy strategies and assessment tasks to inform teaching, as well as developing specific strategies for students who require additional support. evaluate the role of digital technologies for effective teaching with literacy and numeracy for all students including students with disability or additional learning needs.

Task Rationale

This section describes the purpose of the assessment task (the ‘why’).

The purpose of the task is to develop both your understanding of the role of literacy in Australian education, and application of the analysis and teaching practices you will use to facilitate your students’ achievement of it. Scaffolded literacy development is an essential part of all learning across the curriculum, so this task is directly relevant to all areas of your future professional practice.

Task Description

This section provides a brief description of the assessment task (the ‘what’).

You will present a theory-based explanation of the role of literacy learning within education, highlighting the importance of ensuring all students are supported across the curriculum to achieve the highest levels of literacy possible. Embodying this essential practice, you will analyse a student work sample and draw upon the Australian Curriculum (V9) General Capability: Literacy to determine the literacy levels evidenced (make sure you make reference to the Version 9 curriculum). Next, you will develop a literacy teaching plan to extend the literacy capabilities of a hypothetical group of students.

Task Instructions

This section provides step-by-step task instructions (the ‘how’).

You will complete three components: an explanation, an analysis, and a teaching plan. These will be completed using the template provided and uploaded to TurnItIn as a single document.

Part A: Explanation of the Role of Literacy Learning within Education (700 words ±10%)

Why do we teach literacy? Explain the role of literacy learning within contemporary Australian education. Your explanation must:

• Be in written (paragraph) form.
• Be specific to your future teaching context (Primary / Secondary).
• Consistently integrate high-quality and relevant academic literature to support your explanation, including the unit’s key readings.
• Be clear and present specific points (avoid generalisations).
• Include discussion about the curriculum-wide relevance of literacy learning.
• Include discussion about how literacy capabilities are relevant both to students’ learning within school, and life beyond school.
• (Optionally) connect to the relevant Australian Professional Standards for Teachers.

Part B: Analysis of Student Literacy Capabilities (700 words ±10%)

How do we know our students’ literacy capabilities? Analyse the literacy capabilities evident within a student work sample. Your analysis must:

• Be in written (paragraph) form.
• Use the Australian Curriculum (V9) General Capability: Literacy to determine the student’s literacy levels.
• Explicitly identify the literacy Element(s) and Sub-element(s) that your analysis is focusing on (these should be the ones most relevant to the selected work sample).
• Explicitly identify the literacy Level(s) within the Sub-element(s) that are evidenced, and what part(s) of the sample evidence them.
• Identify both strengths and areas for future targeted teaching evident in the sample.
• Consistently integrate high-quality and relevant academic literature to support your discussion, including the unit’s key readings.

Part C: Teaching Plan for Literacy (600 words ±10%)

How do we develop our students’ literacy capabilities? Pretend that the student work sample analysed in Part B is representative of those produced by about a third of the students in your (hypothetical) class, and that these students have similar literacy needs to those of the student who produced the sample. For the purposes of this task, it can be assumed that these students also need support with all elements of their literacy; not just those elements that can be identified from the work sample. Present an outline for how specific literacy skills can be taught to this group of students within your hypothetical class. Your teaching plan must:

• Be completed in the table (see the template).
• Explicitly identify the Year Level that this teaching will be delivered to.
• Explicitly identify the Key Learning Area (e.g., English, Geography, PDH/PE, Science, etc.).
• Explicitly identify a Content Descriptor from within that Key Learning Area (code and statement).
• Succinctly explain the focus of the lesson (aligned to part / all of the Content Descriptor).
• Explicitly identify the Australian Curriculum (V9) General Capability: Literacy Element, Sub-element, and Level Statements that will be integrated within this learning (use a row for each different Element / Sub-element / Level Statement heading grouping). These must represent achievable challenges for your students.
• Explain the specific teaching and learning strategies that will be used to achieve the identified Literacy learning, within the larger Key Learning Area learning (focus on the literacy learning, but ensure it is clear how this fits within the larger learning experience). Include examples of specific foci (e.g., spelling, vocabulary, punctuation, grammar, expressive technique, etc.) and some use of teaching resources (e.g., model texts, scaffolds / templates, classroom wall charts, etc.).
• Explicitly identify opportunities for collaborative learning. Explain how the literacy learning can integrate pair, group, or whole class interactions that will boost learning and engagement.
• Explicitly identify digital technologies that can be used to enhance the literacy learning (noting that watching a video is not an example of meaningful digital technology use).
• Integrate high-quality and relevant academic literature to support your planning decisions, including the unit’s key readings.

Formatting and style

• Use Arial or Calibri font and 1.5 line spacing – see SCU QuickGuides for formatting guidance.

Referencing

• You may elect to integrate sources from beyond the unit, however this is not required. Note: if you do integrate sources from beyond the unit, this must be done in addition to drawing upon the key readings provided within the unit (not in place of).
• Adhere to APA 7th style throughout – see the SCU Library APA 7th referencing guide.

Task Submission

This section explains how you will submit your assessment.

Please note that you are required to use the Assessment Template. This unit provides a template for both Assessment 1 and Assessment 2 – ensure you use the correct one for each task.

Your assessment must be saved as a Word (DOCX) document. You must save your submission with a filename comprised of your curriculum / syllabus, surname and initial, and the unit and assessment number, e.g.:

• AC_Logan.M_EDUC5003_A1
• NESA_Logan.M._EDUC5003_A1
• WA_Logan.M_EDUC5003_A1

This document must be uploaded to TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the EDUC5003 Blackboard Site.

Please note: It is YOUR responsibility to ensure that you have submitted the correct file and the FINAL version of your assessment for marking BEFORE the due date/time. Turnitin no longer generates an automatic email receipt. If you have successfully uploaded your assessment, a green bar will appear at the top of the screen that says: Submission uploaded successfully: Download digital receipt. Use the hyperlink to download your digital receipt – it is your timestamped proof of submission.

Academic Integrity

This section explains the rules surrounding academic integrity for this assessment task, procedures for safe compliance, and possible penalties.

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 Academic Integrity webpage on the SCU website.

NOTE: Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling (if you are repeating the unit, do not recycle elements of a previously submitted assessment), misrepresentation, collusion, cheating, contract cheating, fabricating information.

At SCU the use of GenAI tools is acceptable, unless it is beyond the acceptable limit as defined in the Assessment Item by the Unit Assessor.

LIMITATIONS WHEN USING GenAI:

GenAI may be used for this assessment within defined limits:

Generative Artificial Intelligence (GenAI) tools (e.g., ChatGPT) may be used within defined limits for this assessment. You may use GenAI to help guide you in the process of completing your assessment work, but not to write your assessment (in part or full). Think of it as a tool, much like the SCU library or a conversation with a knowledgeable colleague: a quick way to access information or an AI tutor to help answer your questions. As such, you can use GenAI to help guide your 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 and does produce biased and false information. You must find reputable scholarly sources to support any of the ideas generated. This is a requirement for this assessment. Importantly, you cannot include content generated by GenAI in your assessment (even if you have paraphrased, summarised, or quoted the output) – instead, use that content as a stepping-stone towards finding the relevant and reputable academic literature needed for your assessment.

You may use Grammarly Premium to help you undertake simple editing to improve the spelling and grammar of your written work.

ACKNOWLEDGING GenAI:

If you use GenAI tools, you must use these ethically, acknowledge their use, and keep evidence of how they were used. For general guidance on what this means, consult the Learning Zone resources Acknowledging and Referencing Generative Artificial Intelligence (GenAI) use and Build your skills using GenAI – PAIR Framework. The SCU Library Guide – GenAI can also help you develop your AI literacy skills.

If you use any GenAI tools (including Grammarly Premium and Copilot), you must acknowledge this usage. In this unit, you do this by including the SCU acknowledgement statement on the cover page of your assessment submission, ticking the appropriate boxes, and completing the table (if relevant).

Importantly, if you use GenAI in this unit, you are also required to include an appendix as the final page of your Assessment submission, in which you clearly document the prompts you provided to these tools and the responses they generate in return (screenshots are acceptable). If no GenAI tools are used in the completion of your assessment, no appendix is required.

If you are not sure how to, or how much you can use GenAI tools in your studies, contact your Unit Assessor. If you use GenAI tools beyond the defined limits or without acknowledgment it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.

MEASURES FOR ENSURING COMPLIANCE:

Based on the Assessment, Teaching and Learning Procedures, Section 3 (clause 16), the following steps may be taken to verify your compliance with the defined limits of GenAI usage in this assessment:

• Invited to attend a Zoom meeting with the Unit Assessor and asked to share your understanding of the assessment task/s and associated concepts; and/or
• Invited to share an explanation of the processes and a list of any digital tools that were used.

This should not be considered an accusation of wrongdoing; however, if there is an unsatisfactory outcome, a formal academic integrity breach may be lodged for further investigation.

SUGGESTED PROCEDURAL SAFEGUARDS FOR STUDENTS:

The following are suggestions to safeguard yourself if you are asked to demonstrate your compliance with the assessment conditions:

• Ensure your use of GenAI is within the defined limits for this assessment task before using it.
• If you are not sure, ASK the Unit Assessor prior to using the digital tool.
• If you use GenAI tools for learning, ensure that you DO NOT copy and paste entire sections of text. You may take the ideas but cannot copy.
• Keep a list of the digital tools and applications that you used to complete this assessment, and clear evidence of exactly how you used it (see the above GenAI may be used for this assessment within defined limits section of this document for more details).
• Take screenshots of your progress when completing your assessment (undertaking research as well as writing), include the date and e in the screenshot. Save these in case they are required.

Special Consideration

This section explains the procedure for applying for a Special Consideration Assessment Extension.

Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via the MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. To apply – see SCU Special Consideration.

For further information, please refer to the Special Consideration section of the relevant SCU Policy.

Late Submissions & Penalties

This section explains the rules relating to assessments submitted after the due date.

According to SCU Policy, late penalties apply. Except when special consideration is awarded, late submission of assessment tasks will automatically lead to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached:

• A penalty of 5% of the total available marks for the assessment task will be deducted from the awarded mark at one minute after the time listed in the due date.
• A further penalty of 5% of the total available marks for the assessment task will be deducted from the awarded mark achieved on each subsequent calendar day until the mark reaches zero.

For more information, see the Assessment, Teaching and Learning procedures policy.

Grades and Feedback

This section explains how your assessments will be marked.

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Gradebook section on the Blackboard Ultra unit site. Please allow 7 days (excluding public holidays) for marks to be posted. Usually, an Announcement will be made on the unit site’s homepage when grades are made available.

Task Rubric

Marking Criteria	High Distinction +	High Distinction	Distinction	Credit	Pass	Marginal Fail	Fail	NA
Criterion 1: Explanation 30%	Flawless explanation of the role of literacy within contemporary Australian education, complete with extremely high-level discussion about the importance of teaching literacy across all parts of the curriculum, and inarguable statements about the relevancy of literacy learning to all other school learning and life beyond school. Expertly provides unfailingly clear and specific points, always supported through integration of an expansive range of high-quality and relevant academic literature (including the unit’s key readings). Made clear, specific, and accurate connection to the APST. Explanation could be used in the Australian Curriculum V10!	Highly distinctive explanation of the role of literacy within contemporary Australian education, including very high-level discussion about the importance of teaching literacy across all parts of the curriculum, and extremely convincing statements about the relevancy of literacy learning to all other school learning and life beyond school. Masterfully provides very clear and specific points, nearly always supported through integration of a broad range of high-quality and relevant academic literature (including the unit’s key readings). Made clear, specific, and accurate connection to the APST.	Distinctive explanation of the role of literacy within contemporary Australian education, including high-level discussion about the importance of teaching literacy across all parts of the curriculum, and very convincing statements about the relevancy of literacy learning to all other school learning and life beyond school. Skilfully provides clear and specific points, consistently supported through integration of a range of high-quality and relevant academic literature (including the unit’s key readings). Made clear and accurate connection to the APST.	Creditable explanation of the role of literacy within contemporary Australian education, including commendable discussion about the importance of teaching literacy across all parts of the curriculum, and convincing statements about the relevancy of literacy learning to all other school learning and life beyond school. Effectively provides largely clear and specific points, mostly supported through integration of several high-quality and relevant academic literature (including the unit’s key readings).	Passable explanation of the role of literacy within contemporary Australian education, including some discussion about the importance of teaching literacy across all parts of the curriculum, and statements about the relevancy of literacy learning to all other school learning and life beyond school. Adequately provides somewhat clear and specific points, sufficiently supported through integration of a limited range of high-quality and relevant academic literature (including the unit’s key readings).	Insufficient explanation of the role of literacy within contemporary Australian education that includes discussion about the importance of teaching literacy across all parts of the curriculum, and statements about the relevancy of literacy learning to all other school learning and life beyond school. Does not adequately provide clear and specific points supported through integration of a range of high-quality and relevant academic literature (including the unit’s key readings).	Submission does not meet the requirements of this criterion.	Not addressed / Not applicable.
Criterion 2: Analysis 30%	Faultless analysis of a suitable work sample, including perfect identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and inarguable determination of the student’s Level(s) within them. Ideally identifies specific elements of the sample that were used to make these determinations. Expertly identifies the student’s strengths and areas for future targeted teaching. Unfailingly integrates high-quality and relevant academic literature to support theoretic statements. Overall, analysis is an exemplar of practice.	Highly distinctive analysis of a suitable work sample, including exceptionally high-level identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and outstandingly accurate determination of the student’s Level(s) within them. Extremely clearly identifies specific elements of the sample that were used to make these determinations. Masterfully identifies the student’s strengths and areas for future targeted teaching. Highly commendable and consistent integration of high-quality and relevant academic literature to support theoretic statements.	Distinctive analysis of a suitable work sample, including high-level identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and very accurate determination of the student’s Level(s) within them. Very clearly identifies specific elements of the sample that were used to make these determinations. Skilfully identifies the student’s strengths and areas for future targeted teaching. Commendable and consistent integration of high-quality and relevant academic literature to support theoretic statements.	Creditable analysis of a suitable work sample, including effective identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and largely accurate determination of the student’s Level(s) within them. Clearly identifies specific elements of the sample that were used to make these determinations. Effectively identifies the student’s strengths and areas for future targeted teaching. Largely consistent integration of high-quality and relevant academic literature to support theoretic statements.	Passable analysis of a suitable work sample, including adequate identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and somewhat accurate determination of the student’s Level(s) within them. Sufficiently clearly identifies specific elements of the sample that were used to make these determinations. Somewhat effectively identifies the student’s strengths and areas for future targeted teaching. Sufficient integration of high-quality and relevant academic literature to support theoretic statements.	Inadequate analysis of a suitable work sample, including identification of relevant Australian Curriculum General Capability: Literacy Element(s) and Sub-element(s), and sufficiently accurate determination of the student’s Level(s) within them. Does not adequately clearly identify specific elements of the sample that were used to make these determinations. Does not effectively identify the student’s strengths and areas for future targeted teaching. Insufficient integration of high-quality and relevant academic literature to support theoretic statements.	Submission does not meet the requirements of this criterion.	Not addressed / Not applicable.
Criterion 3: Teaching Plan 30%	Presents an entirely classroom-ready planning outline. Perfect and complete identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Perfect and complete identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are inarguably suitable for the students and context. Expert planning that specifically outlines literacy learning strategies / activities that are perfectly conducive to achieving the specified learning, complete with ideal examples of specific literacy foci and learning resources. Exemplary, specific, and perfectly realistic and appropriate consideration of opportunities for collaborative learning. Superlative, specific, and perfectly appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, this is a paragon of literacy planning!	Presents a highly distinctive planning outline. Extremely thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Exceptional identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are very highly suitable for the students and context. Masterful planning that specifically outlines literacy learning strategies / activities that are highly conducive to achieving the specified learning, complete with very effective examples of specific literacy foci and learning resources. Masterful, specific, and exceptionally realistic and appropriate consideration of opportunities for collaborative learning. Masterful, specific, and highly appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, this planning would produce an invaluable learning experience!	Presents a distinctive planning outline. Very thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Very effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are highly suitable for the students and context. Skilful planning that specifically outlines literacy learning strategies / activities that are conducive to achieving the specified learning, complete with effective examples of specific literacy foci and learning resources. Skilful, specific, and highly realistic and appropriate consideration of opportunities for collaborative learning. Skilful, specific, and appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, this planning is ready for classroom use!	Presents a creditable planning outline. Thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Largely effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are suitable for the students and context. Mostly effective planning that specifically outlines literacy learning strategies / activities that are largely conducive to achieving the specified learning, supported with mostly suitable examples of specific literacy foci and learning resources. Effective and largely realistic and appropriate consideration of opportunities for collaborative learning. Effective and largely realistic and appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, with some refinements, this planning is ready for classroom use!	Presents a passable planning outline. Somewhat thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Adequately effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are sufficiently suitable for the students and context. Somewhat effective planning that outlines literacy learning strategies / activities that are adequately conducive to achieving the specified learning, supported with passably suitable examples of literacy foci and learning resources. Sufficiently realistic and appropriate consideration of opportunities for collaborative learning. Sufficiently realistic and appropriate consideration of how digital technologies can be used to meaningfully enhance this learning. Integration of high-quality academic literature to support your planning decisions. Overall, with several key refinements, this planning could produce a solid learning experience!	Does not present a passable planning outline. Inadequately thorough and appropriate identification of a specific Year level, Key Learning Area, Content Descriptor (code and statement), and learning focus. Inadequately effective identification of Australian Curriculum General Capability: Literacy Elements, Sub-elements, and Level Statements that are suitable for the students and context. Insufficiently effective planning that outlines literacy learning strategies / activities conducive to achieving the specified learning, supported with suitable examples of literacy foci and learning resources. Insufficient consideration of realistic and appropriate opportunities for collaborative learning. Insufficient consideration of realistic and appropriate integration of digital technologies to meaningfully enhance this learning. Insufficient integration of high-quality academic literature to support your planning decisions. Overall, this planning is not ready for classroom use.	Submission does not meet the requirements of this criterion.	Not addressed / Not applicable.
Criterion 4: Academic and professional literacy 10%	Faultless academic literacy demonstrated with ALL present: Correct word count (+/- 10%). Perfect use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Correctly formatted in-text citations. Correctly formatted reference list. Exactly followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Outstanding academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Perfect use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Correctly formatted in-text citations. Correctly formatted reference list. Exactly followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Distinctive academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Nearly faultless use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Near-perfect formatting of in-text citations. Near-perfect formatting of reference list. Exactly followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Creditable academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Skillful use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Commendable formatting of in-text citations. Commendable formatting of reference list. Closely followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Passable academic literacy demonstrated with MOST present: Correct word count (+/- 10%). Adequate use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Sufficiently well formatted in-text citations. Sufficiently well formatted reference list. Largely followed template instructions. Always clearly distinguishes between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Insufficient academic literacy demonstrated with MOST present: Incorrect word count (+/- 10%). Inadequate use of writing conventions (grammar, punctuation, spelling, structure, clarity of expression). Insufficiently well formatted in-text citations. Insufficiently well formatted reference list. Did not follow template instructions. Did not clearly distinguish between AI-assisted and original work with acknowledgement of all sources and an appendix that includes the prompts used and outputs generated.	Does not demonstrate academic literacy at the expected level.	Not addressed / Not applicable.

 

Description of SCU Grades

High Distinction:

The student’s 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 student’s performance could be described as outstanding in relation to the learning requirements specified.

Distinction:

The student’s 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 student’s performance could be described as distinguished in relation to the learning requirements specified.

Credit:

The student’s 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 student’s performance could be described as competent in relation to the learning requirements specified.

Pass:

The student’s 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 student’s performance could be described as satisfactory in relation to the learning requirements specified.

Fail:

The student’s performance fails to satisfy the learning requirements specified.

Assessment Brief 1

EDUC3032 Classroom Management

Unit Code and Title	EDUC3032 Classroom Management
Assessment Number	Assessment 1
Assessment Type	Written Classroom Management Plan
Due Date	Week 3, Sunday 24th May, 11:59pm (AEST)
Grades Release	Week 4, Sunday 31st May, 11:59pm (AEST)
Weight	50%
Length / Duration	1500 words
Individual / Group	Individual
Unit Learning Outcomes (ULOs)	This assessment evaluates your achievement of the following Unit Learning Outcomes: ULO 1, ULO 2, ULO4

Task Overview

In this assessment, you will develop a professional Classroom Management Plan that connects observed classroom practice with institutional expectations, designed for a specific group of students.

You will begin by selecting one of two videos, one set in a primary school context, and one set in a secondary school context. Links to both videos are provided in Step 4 of this task brief. Select the video that best reflects your teaching context. You will then carefully observe your chosen video and critically analyse the teacher’s strategies across seven focus areas, identifying what the teacher does, interpreting why, and considering its impact on students. Using this observational evidence alongside the supplied class scenario, you will design and evaluate a practical classroom management plan for your own teaching context.

For each focus area, you must decide whether to adopt the observed strategy, adapt it for your context, or change it, and justify your decision by integrating relevant classroom management theory, institutional policy, and the needs of the students in your scenario. Your plan must demonstrate knowledge of relevant institutional policies and classroom management theory and explain how these inform and shape your behaviour management decisions and classroom practices.

Your plan must demonstrate how observed practice, relevant classroom management theories, and institutional policy expectations, such as safety, inclusion, and wellbeing, inform a safe, predictable, and resilient learning environment.

Rationale

Developing the capacity to plan for effective classroom management is a critical professional skill for beginning teachers. This assessment provides an opportunity to analyse authentic classroom practice and apply key classroom management concepts to a realistic teaching scenario. By observing and interpreting strategies used in the classroom video, you will examine how teachers establish routines, communicate expectations, build positive relationships, and create safe and supportive learning environments that promote student engagement and wellbeing.

The task requires you to connect theory, institutional policy, and observed practice to design a practical Classroom Management Plan for a diverse class context. Through this process, you will demonstrate your understanding of proactive behaviour management, inclusive practice, and the use of structured routines and strategies that support positive learning behaviours, developing the knowledge and skills addressed in the Unit Learning Outcomes.

The scenario-based approach encourages you to consider how classroom management decisions must respond to the needs of all learners, including students requiring targeted or intensive support, and how proactive processes foster student engagement, self-regulation, and cooperation. The Classroom Management Plan you produce may also serve as a useful professional resource, supporting your development as a reflective practitioner and contributing to your future teaching portfolio.

Resources

To complete this task, you will need access to the following resources:

• Classroom video: Two classroom videos are provided in the links below. One set in a primary school context, and one set in a secondary school context. Select the video that best reflects your intended teaching context and watch it in full. Note timestamped examples for each focus area.

Primary classroom video: Task 1 Primary Literacy Review.mp4 (sign in with your SCU account to access)

Secondary classroom video: Task 1 Secondary Year 10 Geography.mp4 (sign in with your SCU account to access)

• Unit readings and lecture materials: These provide the classroom management theories and whole person approaches you will reference in your plan.
• Relevant education policy documents: For example, NSW Department of Education policies relating to behaviour, wellbeing, or inclusion.
• APA 7th edition referencing guide: Available through the SCU Library website.

Instructions for Writing Your Classroom Management Plan

Using the classroom video and the class scenario provided, write a professional Classroom Management Plan in continuous prose. Your plan must follow the seven focus area headings listed below. Do not use dot points or tables. Use academic writing conventions and APA 7th edition referencing throughout.

Your Classroom Management Plan must be 1500 words (±10%), including a brief introduction and conclusion and excluding the reference list. Each focus area should be approximately 200 words.

Step 1: Review the School and Class Context

Before you begin planning, carefully review the school and class context. Your Classroom Management Plan must be designed for the class and students described below. Generic strategies that could apply to any classroom will not meet the required standard. You must specifically refer to Marcus and Lily where relevant across your plan.

School Context

You are a classroom teacher at a government school in NSW that implements a Positive Behaviour for Learning (PBL) framework, with the three core expectations: Be Safe, Be Respectful, Be a Learner. The school community is culturally and linguistically diverse and follows the NSW Department of Education’s policies related to student behaviour, wellbeing, and inclusion.

Class Context – 25 Students

Your class includes students from a range of cultural and linguistic backgrounds, with approximately one-third speaking a language other than English at home. The school draws from a low-to-mid socioeconomic area and participates in the Nationally Consistent Collection of Data (NCCD). Most students are settled and responsive to consistent routines, though five students require varying levels of additional support.

Step 2: Review Focus Students and Multi-Tiered System of Support Levels

Student Context – Focus Students

For this assessment, you will focus on two students, Marcus and Lily, whose profiles are provided in the table below.

 

Student	Multi-Tiered System of Supports (MTSS)	Profile
Marcus	Tier 2	Marcus has difficulty sustaining attention during extended seated tasks. He frequently calls out, leaves his seat, and distracts nearby students. He is on a Tier 2 check-in/check-out (CICO) monitoring plan reviewed daily with his teacher. No diagnosis: parents are informed and supportive.
Lily	Tier 3	Lily has a diagnosis of autism spectrum disorder (Level 1) and an Individual Education Plan (IEP). She finds unstructured transitions highly distressing and responds to unexpected changes with withdrawal or refusal. Lily works well in structured, predictable tasks but becomes overwhelmed in noisy group activities.

 

Multi-Tiered System of Supports (MTSS)

Your plan should demonstrate strategies at different levels of support.

 

Tier	What This Means in Your Plan	Students
Tier 1: Universal	Foundational strategies for ALL 25 students, routines, expectations, instruction, and environment every student experiences.	All students
Tier 2: Targeted	Additional support built into your plan. For example: movement breaks, structured task sequences, daily check-ins.	Marcus
Tier 3: Intensive	Individualised support embedded in your plan. For example: visual schedules, advance warning of transitions, sensory adjustments.	Lily

 

Note: At the start of your plan, clearly state your chosen year level, subject area, and school context (early childhood, primary or secondary school setting).

Step 3: Understand the Seven Focus Areas

Before watching the classroom video, review the seven focus areas that will guide your observations, analysis, and planning. Each focus area should be addressed in approximately 200 words.

 

#	Focus Area	What to Address	MTSS Connection	Descriptor
1	Routines and Transitions	How will you use routines and transitions to maximise learning time, maintain focus, and create predictability? Include any adaptations for Marcus or Lily.	Tier 1 foundation for all students.  Tier 3: advance transition warnings for Lily.	Your analysis must clearly identify and explain how the teacher uses routines and transitions to maximise learning time and maintain student focus. This should include how these routines help maintain clear expectations for behaviour and support positive student engagement, drawing on specific examples from the video.
2	Explicit Teaching and Reinforcement of Expectations	How will you explicitly teach and reinforce behaviour expectations? How will you differentiate this for students requiring additional support?	Tier 1 for all.   Tier 2: additional reminders and prompts for Marcus.	Your response must include an analysis of how the teacher clearly communicates expectations for behaviour and ensures students understand them. This should explain how these expectations are consistently reinforced over time, using strategies such as direct instruction, modelling, or reminders.
3	Effective Instruction and Feedback	How will your instruction and feedback strategies support all learners? How will you reduce cognitive load, maintain student engagement, and encourage active participation during learning activities?	Tier 1 for all.   Tier 2/3: targeted feedback and task adjustments for Marcus and Lily.	You must explain how the teacher uses clear instructions, effective questioning, and specific feedback to support student engagement and understanding. Your analysis should highlight how these strategies maintain focus, prevent confusion, and reduce cognitive load.
4	Positive Relationships and Classroom Climate	How will you build and maintain positive relationships and a supportive classroom climate, including for students with identified needs?	Tier 1 for all.   Tier 2: rapport-building check-ins for Marcus.  Tier 3: trusted adult relationship for Lily.	Your analysis must explain how the teacher builds positive relationships with students, using respectful communication, maintaining a calm and supportive tone, and acknowledging student efforts. You should highlight how these positive interactions support student motivation, confidence, and positive behaviour.
5	Modelling Desired Behaviours	How does your professional conduct serve as a proactive management tool? How does modelling help students understand and adopt positive behaviours?	Tier 1 for all.   Consider how modelling explicit expectations supports Marcus and Lily.	Your response must describe how the teacher demonstrates and models the behaviour they expect from students. Your analysis should explain how this modelling helps students understand and adopt positive behaviours, making expectations clear and consistent.
6	Proactive Behaviour Management	What proactive strategies will you use to prevent disruption and support sustained student engagement through clear routines, structured activities, and active participation in learning?  Include any targeted monitoring or individualised support for Marcus and Lily. Where appropriate, explain how these proactive strategies support student engagement, cooperation, and the development of self-regulation.	Tier 1 for all.   Tier 2: CICO check-ins for Marcus.   Tier 3: structured predictability for Lily.	Your analysis must show how the teacher uses proactive strategies, such as pre-corrections, reminders, and calm redirections, to maintain focus and prevent misbehaviour. You should explain how these strategies maintain a positive and focused learning environment.
7	Creating a Safe and Predictable Environment	How will you design the physical environment to be safe, predictable, and accessible? Include any environmental adjustments for Lily or Marcus.	Tier 1 for all.  Tier 3: physical and sensory adjustments for Lily.	Your response must describe how the teacher maintains a consistent and predictable classroom environment, including clear rules, logical room arrangements, and consistent use of materials. Your analysis should explain how these choices help students feel safe, confident, and ready to learn, promoting a structured and supportive learning space.

 

Step 4: Watch the Classroom Video

Two classroom videos are provided in the links below. One set in a primary school context, and one set in a secondary school context. Select that video that best reflects your intended teaching context and watch it in full.

• Primary classroom video: Task 1 Primary Literacy Review.mp4 (sign in with your SCU account to access)
• Secondary classroom video: Task 1 Secondary Year 10 Geography.mp4 (sign in with your SCU account to access)

As you watch the video:

1. For each focus area, identify a moment where the teacher demonstrates a relevant strategy.
2. Note the timestamp for each example (for example, 4:12 or 4:12–4:45).
3. Consider the impact of each strategy on student behaviour, engagement, and learning.

These timestamped observations will form the evidence base for your analysis and planning.

Step 5: Analyse and Apply Strategies

For each focus area:

1. Record your timestamped observation, describing what the teacher did and its impact on students.
2. Decide whether you will:

o Adopt: Use the same strategy because it suits your school and class context

o Adapt: Modify it to better suit your class, Marcus, or Lily

o Change: Use a different strategy because the observed approach is not suitable, explaining why

1. Outline your strategy, ensuring you:

o Justify it with at least one policy and one theory and/or whole-person approach

o Explain how it supports Marcus (Tier 2) and/or Lily (Tier 3) if relevant

Step 6: Write Your Plan Using the Seven Focus Areas

Each focus area should be addressed in continuous prose (approximately 200 words each). Include timestamps from the video where relevant. Connect your strategies to the students’ needs where appropriate. Maintain a professional academic style with APA 7th edition referencing.

Step 7: Conclusion

End your plan with a brief conclusion (3–5 sentences) that summarises how your Classroom Management Plan supports positive behaviour, student engagement, and maintains a safe and inclusive learning environment.

Presentation Requirements

• Written in continuous prose using the seven focus area headings
• Approximately 1500 words, including the introduction and conclusion (excluding references)
• APA 7th edition referencing throughout
• At least one policy document referenced across the plan
• At least one classroom management theory or whole-person approach referenced across the plan
• Timestamps from the video cited where relevant
• Professional academic writing style

Referencing

You are required to use APA 7. Refer to the SCU Library Guides for further guidance.

Generative Artificial Intelligence (GenAI) Guidelines

This assessment is classified as GenAI use Level 2: May be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor.

• ✅ You may use GenAI to research topics, generate ideas, and develop an outline. Acknowledge this use.
• ✅ You may use GenAI tools such as Copilot and Grammarly for grammar and readability checking. Acknowledge this use.
• ❌ You may not use GenAI to write your assessment or produce your submission.

For further information see Generative AI for Students.

GenAI Declaration

You must include one of the following statements with your assessment submission:

If you DID use GenAI, include this statement:

I acknowledge that I have used Generative AI tools to complete this assessment in accordance with the conditions outlined in the Assessment Brief. I used [insert name of GenAI tool(s)] to [briefly describe how the tool(s) were used, e.g., generate ideas, check grammar, develop an outline].

If you DID NOT use GenAI, include this statement:

I acknowledge that I have not knowingly used GenAI to complete this assessment.

Note: The Unit Assessor may ask you to explain or demonstrate how GenAI tools were used and how your use complied with the assessment guidelines. Please ensure you are prepared to discuss this if requested.

Submissions

You must submit the following item(s):

• Submit your assessment via the Assessment Tasks & Submission area on the Blackboard unit site. Follow the on-screen instructions to upload your file(s).
• 1500 Word Classroom Management Plan as a Word document to Turnitin via the Assessment portal. Include a Cover page at the start of your document, and a reference list at the end of your document.
• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the due date. A further 5% will be deducted for each subsequent calendar day until the mark reaches zero. Refer to the Assessment, Teaching and Learning Procedures, Section 4 for more information.

All submissions must be clearly labelled. Include the unit code, assessment number, full name, student ID. For example, EDUC3032_A1_FullName_ID123456.

If you are unsure how to submit an item, refer the following support resources: SCU How To Guide: How to Submit an Assignment in Turnitin in Blackboard Ultra for Students

Rules Relating to Assessment and Examination

For information regarding extensions, special consideration, late submissions, resubmissions, grades, appeals, and academic integrity, refer to:

• Rules Relating to Awards — Rule 3 — Coursework Awards — Student Assessment and Examinations
• How to apply for Special Consideration
• Final Grades

Academic Integrity Declaration

By submitting this assessment, I declare that:

I have read and understood SCU’s Academic Integrity policies and referencing guidelines. I am aware of the consequences of academic misconduct and confirm that this submission is my own original work, referenced appropriately, and has not been previously submitted. I authorize its reproduction for authentication purposes and understand the implications of a false declaration. I have adhered to guidelines regarding Generative AI.

Assessment Criteria

Criteria	High Distinction (HD) 85-100%	Distinction (D) 75-84%	Credit (C) 65-74%	Pass (P) 50-64%	Fail (F) Below 50%
Classroom Management Plan 40% ULO 1, ULO 2	Plan is expertly crafted across all seven focus areas. Video observations, policy, and theory are critically evaluated and seamlessly integrated. Each strategy is analytically justified and clearly supports student engagement and participation in learning activities.	Plan is well-developed across all seven focus areas. Video observations, policy, and theory are evaluated and clearly integrated throughout with strong analytical justification.	Plan is adequately developed across all seven focus areas. Some analysis and evaluation of video observations, policy, and theory is evident. Some areas may lack depth or specificity.	Plan addresses all seven focus areas at a basic level. Video observations, policy, and theory are present but may be loosely integrated or unevenly connected to practice.	Plan is incomplete or does not address the class scenario. Fewer than five focus areas are addressed. Video observations, policy, and theory are largely absent or not meaningfully applied.
Tiered Support and Inclusive Practice 30% ULO 2, ULO 4	MTSS is applied with precision and critically evaluated. Universal strategies are analysed for their effectiveness. Targeted support for Marcus and intensive support for Lily are evaluated against their profiles and relevant policy and purposefully embedded across the plan.	MTSS is applied and evaluated clearly across all three tiers. Universal strategies are analysed. Support for Marcus and Lily is well-reasoned and evaluated against their individual contexts.	MTSS is applied coherently across the three tiers within an inclusive practice framework. Universal strategies address the needs of all students and reflect a whole-person approach to classroom management. Targeted support for Marcus and intensive support for Lily is present and responsive to their student profiles.	MTSS is referenced. Basic support for Marcus and Lily is present. Universal strategies are identified but may be underdeveloped.	MTSS is absent or mentioned only superficially. Support for Marcus and Lily is absent or not responsive to their profiles.
Proactive Strategies, Engagement and Self-Regulation 20% ULO 4	Proactive processes for engagement, self-regulation, and cooperation are purposefully embedded and critically evaluated across the plan. Strategies are analytically justified and show sophisticated understanding of how proactive management prevents disruption and sustains learning.	Proactive processes for engagement, self-regulation, and cooperation are clearly applied across the plan. Strategies show clear understanding of how they prevent disruption and support sustained engagement.	Proactive strategies for student engagement and self-regulation are present across the plan. Strategies are identified and applied with some justification of how they support positive learning behaviour and prevent disruption.	Some proactive strategies are present but basic or inconsistently applied. The connection to self-regulation or cooperation may be limited or unclear.	Proactive strategies are absent or not meaningfully applied. No clear connection to preventing disruption or supporting learning behaviour is evident.

Instructions

Information

Holmes Institute is committed to ensuring and upholding academic integrity. All assessments must comply with academic integrity guidelines. Important academic integrity breaches include plagiarism, collusion, copying, impersonation, contract cheating, data fabrication and falsification. Please learn about academic integrity and consult your teachers with any questions. Violating academic integrity is serious and punishable by penalties that range from deduction of marks, failure of the assessment task or unit involved, suspension of course enrolment, or cancellation of course enrolment. Format

Instructions

Assessments must be in MS Word format with no spacing, 11-pt Calibri font and at least 2cm margins on all four sides with appropriate section headings and page numbers. You must name your file with the Unit Code and Group Number (e.g. “HI5000 Group 4”). Check that you submit the correct document, as special consideration is not granted if you make a mistake. Student IDs need to be indicated on the cover page. Non-contributing students do not receive marks. Penalties All work must be submitted on Blackboard by the due date and time, along with a completed Assessment Cover Page. Late penalties apply. Reference sources must be cited in the text of the report and listed appropriately at the end in a reference list using Holmes Institute Adapted Harvard Referencing. Penalties are associated with incorrect citation and referencing.

Career exploration and discovery  The purpose of this assessment is to select five (5) journal articles related to the discipline of business and to learn from them with respect to your own career wishes and desires. Your job is to: identify issues, gather data, analyse  the forces at play in each of the five journal articles that is related to career development and recommend appropriate courses of action that will benefit your career.

How to proceed and write the Journal Article Review

In this assessment the objective is to, “…build learner capacity to identify, gather, summarise and reference academic research papers related to the discipline of business.”

 

The way you can think about this is that you will be taking another person’s text and:

understand it, summarize it, and write in your own words your opinion about that text and whether it impacts or is influential with respect to your career.

 

Keep in mind that YOUR opinion matters as much as does the author who wrote the text.  You are reviewing their work! They are not reviewing YOUR work!

 

10 Tips for Writing Holmes Institute Assignments and Score A++ grades in Australia

 

Now, how do you write this?

 

Step 1: Pick a Journal Article #1 (say 10 pages) that is about career development or the career you want to have when you graduate from Holmes.

Step 2: To get an idea of what the topic is about, “look at the abstract”! Read it very carefully.

Step 3: WARNING! Don’t start writing until you are fully aware of what the journal article is about.

Step 4: Read through the article and extract and write a summary of the main points of the article. Write them on a separate piece of paper.

Step 5: Make certain that supporting facts to the main points are also summarized.  If you see words you do not understand just use your dictionary!

Step 6: Read through the article AGAIN – you should really understand the article now.

Step 7: Go back to # 4 above and expand the summary of the main points that you have written – and any facts that were used to support them. BUT, this is a summary of the author’s arguments, thoughts and views – NOT YOURS!

Repeat steps #1 to 7 using five different journal articles selected by the group.

 

Remember! Use short and simple sentences such as:

“The author thinks that there are strong career opportunities in XXXX.”

“ He also thinks that there are not many opportunities in the banking industry.”

 

So, in summary short sentences not more than 10 words to a sentence!

 

OK, now you should understand what the article is about as you have summarized the main points and have created some paragraphs about the main points.

 

So, you can NOW start to express your main thoughts using this structure:

 

Title – keep it short and interesting, e.g. “Career opportunities in the IT industry in XXX”

Citation, please use Holmes Institute adapted Harvard referencing

 

Section A: Journal Article #1

Journal Article #1: Introduction

Use it to simply state the main points of the argument. If there are 4 main points, then simply speak about these in 4 short sentences – remember less than 10 words per sentence. So, in total it will be about 40 words. (Include reasons for your choice if the case)

Summarize the main points of the article. Highlight reasons for choosing this article

Your opinion on Journal Article #1

Go back to #7 and use that expanded summary to discuss what your opinion is of the author’s ideas. This is YOUR opportunity to say what YOU THINK! Write in your own words, maximum of 10 words to a line and maximum of 4 sentences to a paragraph.

Reflect on the author’s ideas in your own words. Keep sentences concise, not exceeding 10 words each. Limit each paragraph to a maximum of 4 sentences.

Critique of Journal Article #1

This is your chance to say what you think of what the author said. Is it reasonable or unreasonable? So, you could say, “The author is disappointed about banking employment. (7 words) But he does not offer evidence.”  (6 words). (Include identification of Unit issues in the chosen case)

Evaluate the reasonableness of the author’s arguments. Provide concise critiques, not exceeding 10 words per sentence. Identify any issues with evidence or reasoning.

Impact on your career- Journal Article #1

Possible impact on your career of the discussion in the journal article

Discuss potential implications of the article on your career. Keep responses brief and to the point. Repeat the Above Steps in Section A for the Remaining Journal Articles to create Sections B to E for Journal Articles #2 to #5. Follow the same structure and guidelines for each article.

 

Section F: Overall Summary of the Five Journal Articles:

Summarize key findings and insights from all articles. Reflect on the collective impact of the articles on career exploration. Conclude with any overarching observations or lessons learned. PROOFREAD, make certain all grammar, spelling, upper & lower cases are correct.

 

Penalties may reduce your actual mark, as follows:

 

Late submissions -5% per day. No cover sheet OR inaccuracies on the cover sheet -10% Inaccuracies in referencing OR incomplete referencing OR not in Holmes-adapted-Harvard style -10% No appendix at end indicating which student wrote which section, or incomplete details entered in appendix -10% Submission is not all in one single document -10% Assessment Citation and Referencing Rules

 

Holmes has implemented a revised Harvard approach to referencing. The following rules apply: 1. Reference sources in assignments are limited to sources that provide full-text access to the source’s content for lecturers and markers.

The reference list must be located on a separate page at the end of the essay and titled: “References”.

The reference list must include the details of all the in-text citations, arranged A-Z alphabetically by author surname with each reference numbered (1 to 10, etc.) and each reference MUST include a hyperlink to the full text of the cited reference source. For example:

8. Hawking, P., McCarthy, B. & Stein, A. 2004. Second Wave ERP Education, Journal of Information Systems Education, Fall, http://jise.org/Volume15/n3/JISEv15n3p327.pdf 4. All assignments must include in-text citations to the listed references. These must include the surname of the author/s or name of the authoring body, year of publication, page number of the content, and paragraph where the content can be found. For example, “The company decided to implement an enterprise-wide data warehouse business intelligence strategy.