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

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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….

  1. 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.
  2. 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.
  3. 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.
  4. 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.

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