Assessment Task 2
Students undertaking the M.Teach or BABED must complete Task A. Students undertaking the
Grad Cert should complete Task B.
If you are planning to move into the MTeach in the future, you must take Task A.
EXPANDED NOTES ON THE ASSIGNMENT
TASK A: Supporting Literacy and/ or Numeracy in a Discipline
Objective(s): (a), (b), (c)
Weight: 60%
The AITSL standard descriptor for a graduate teacher states:
Know and understand literacy and numeracy teaching strategies and their
application in teaching areas.
For this task you can choose literacy OR numeracy OR both to consider the teaching
strategies you would use in a particular teaching area.
Setting: You have a Year 8 class of 28 students. There is a range of abilities in your discipline
and most students are motivated to learn. In the class, there are 2 students who arrived from
South Sudan in primary school, completed Intensive English programs and have good
communicative English skills. These 2 students share the same home languages. There are 6
other students who share Mandarin and 2 students who share Arabic. It is the beginning of
Term 2 and you are about to start a new topic….
- Identify the teaching focus: Explain what you are going to teach these students in your
discipline over the next 2 weeks, linking to the syllabus outcomes. - Identify the text: Select a text – from a textbook, digital resource or other source – that
would be used to teach this topic…it can be the initial text or anywhere in this 2 weeks of
the topic. The text will be no longer than 2 x A4 pages. Explain how this text develops
topic/discipline knowledge and why it might suit these students. Identify what you want the
students to know or be able to do by reading this text (summary of what they will learn).
Link to subject readings that talk about discipline literacy and/or numeracy. - Analyse the text: Describe the literacy and/or numeracy demands of the text, particularly
what might pose difficulties for learners. Use a model used in class to identify elements of
language and/or mathematics. Link to subject readings that talk about text demands. - Develop teaching strategies: Use the framework of Before-During-After to explain one
strategy at each stage
What will you do before reading the text that ensures students can access the text
and learn about the topic. Make explicit links to what you said in Parts 2 & 3
What will you do during the reading of the text that ensures students make meaning
as they read and building knowledge about the topic. Make explicit links to what you
said in Parts 2 & 3 and the before activity.
What will you do after the reading of the text that ensures students are recycling
parts of the text into new knowledge about the topic. Make explicit links to what
you said in Parts 2 & 3 and before and during activities.
As part of this task, you will present an overview of the text and your considerations of Sections 1 –
4 to a group in the last week of the semester in an online discussion forum. This will be assessed
and recorded as part of the task feedback.
General
• At least 5 academic references, with at least 3 from the prescribed reading,
referenced using APA Do not quote from non-academic readings such as Wikipedia
or blogs
• Use academic writing: no dot points, no contractions, recognised abbreviations
that are given in full in the first instance, no colloquialisms. Headings are
encouraged to show the sections of the assignment
• Include your details in the footer or header, as well as word count and page
numbers.
Length:
Presentation: Post to outline activity with 2-sided A4 handout that provides the text + any
supporting notes, 2 feedback posts (minimum)
Written report: 1750 words + appendix
Criteria Weight SLO CILO
Accuracy of examination and assessment of key literacy and/or numeracy elements of the
chosen text in relation to the students and the discipline
25% (a) 2.2,
3.1
Appropriateness of choice of literacy and/or numeracy teaching strategies in application to
a teaching area
25% (c) 1.2
Depth of rationale for activity with reference to professional/scholarly reading 25% (d) 2.2
Cohesiveness and accuracy of written work and citation of others’ work 15% (e) 6.2
Coherence and clarity of presentation of findings to peers 10% (d) 6.2
LNAC 2 HD
“Outstanding quality”
DI
“Superior quality”
CR
“Good quality”
PA
“Satisfactory
achievement”
NA
“Unsatisfactory
achievement”
Accuracy of
examination and
assessment of key
literacy and/or
numeracy elements
of the chosen text
in relation to the
students and the
discipline 25%
Comprehensive description of
text features with strong
synthesis and critique of
features/discipline
knowledge/learner needs.
Text features across a number
of text levels are accurately
identified with understanding
of the how these link together
to create the text and how it
supports learner
understanding of the
discipline; some critique of
text.
Text features across a number
of text levels are accurately
identified and detail given;
accuracy on all points made;
clear links made to the needs
of the learners and the
discipline.
Main and obvious text
features are identified and
described; generally correct
without much detail;
accuracy on most points;
some links to the needs of
the learners and the
discipline.
Few features are correctly
identified and described;
inaccuracies throughout;
inaccurate or no linking to
the needs of the learners.
Appropriateness of
choice of literacy
and/or numeracy
teaching strategies
in application to a
teaching area 25%
Strategies comprehensive
support for learners and linked
across the lesson, addressing
the text features and building
discipline knowledge; a variety
of elements of learning are
considered.
Strategies provide a strong
sense of support for learners
and linked across the lesson,
addressing the text features
and building discipline
knowledge.
Strategies are clearly linked to
the text features and building
specific discipline knowledge;
the needs of the learners are
considered in the explanation.
A few strategies are
identified with some linking
to the text features and the
learners’ needs.
Strategies are inadequate
and/or do not relate
directly to the text
features
Depth of rationale
for activity with
reference to
professional/
scholarly reading
25%
A wide range of appropriate
sources have been consulted
and synthesised to argue the
points of the paper; readings
are critiqued; paraphrasing
more than quoting used.
A variety of sources, from the
set readings and beyond;
readings are synthesised to
show commonalities and
divergence; implications to
points are noted;
paraphrasing more than
quoting used.
More than 5 appropriate
subject readings used/further
reading shown; linking
between readings to show
some synthesis of ideas;
readings are used through the
paper.
At least 5 sources correctly
used from readings/no
further reading; readings
are linked to discussion as
evidence of ideas; mainly
uses quotes.
Little reference to the
subject readings, with less
than 5 readings used;
consistent use of overly
long quotes (more than 2
lines); inaccuracies
throughout.
Cohesiveness and
accuracy of written
work and citation of
others’ work
15%
Paper is cohesively structured
and tightly argued throughout,
with links made within and
between sections; a variety of
appropriate language forms are
used and with a high level of
accuracy; readings are cited
correctly; virtually error-free.
Work is well framed and
logically built with a number
of appropriate links made
throughout; sentences are
varied and appropriate for the
context; a variety of language
forms are used; readings are
cited correctly; minor errors
throughout.
There is a discernible
structure to the work, with
some links made between
paragraphs; paragraphs
contain a topic sentence and
summarising sentence (eg.
PEEL); sentences are correctly
used with associated
punctuation; readings are
cited and linked to ideas.
Points are made with some
description and reasoning;
sentence punctuation is
correct without run-on
sentences; work has
structuring (eg. headings);
quotes and citations are
used.
Points are unclear or
incorrect; over-reliance on
quotes to organise ideas;
quotes not explained;
paragraphs have no links
to each other; many
punctuation and
sentencing mistakes;
incorrect or absent
citations; inaccuracies
throughout.
Coherence and
clarity of
presentation of
findings to peers
10%
Text is prepared and shows
comprehensive understanding
of various layers of the text;
presentation is detailed with
Text is prepared and shows
understanding of various
layers of the text;
presentation is detailed with
Prepares texts for all peers in
group; is able to talk about
the text for 10 mins;
observations and explanation
Prepares texts for all peers
in group; is able to talk
about the text for 10 mins;
observations and
Does not present to
peers; does not have a
copy of the text for peers;
has no analysis or
synthesis and critique of
readings and text features;
strategies link to the text
features and consideration of
the learners.
synthesis of observation and
readings; strategies link to the
text features and
consideration of the learners.
are extended and show close
reading of the text; points are
accurate; strategies match the
text analysis and make
reference to readings.
explanation are for obvious
points on the text; most
points are accurate;
strategies suggested match
the text analysis.
incorrect analysis; does
not have enough
preparation to sustain a
10 min discussion.