Literacy Strategies for Learning

ELN 402
Assessment Item 2 – Report: Analyse literacy and
numeracy instruction

Date – 24th August – approved extension 31st August

Submitted by – Darcie Frost

Student Number - 11669268

Actual Word - 2042

I declare that work submitted for this assessment will be my own work and based on my own
research and ideas except where indicated. I have acknowledged the sources of all other ideas and
work used.

DARCIE FROST - 11669268 1

Table of Contents
Introduction……………………………………………………………3
Classroom context………………………………………………….3
Four resources Model…………………………………………….4
Code Breaking…………………………………………………………..4
Additional Strategies………………………………………….…4
Text Participation……………………………………………………..5
Additional Strategies……………………………………………..5
Text Use…………………………………………………………………….6
Additional Strategies……………………………………………..6
Text Analysis……………………………………………………………..7
Additional Strategies……………………………………………...7
Digital Technologies………………………………………………..8
Conclusion………………………………………………………………8
References………………………………………………………………9
Appendices……………………………………………………………12
Appendix A – Unit of Work……………………………………12
Appendix B – Marking Rubric………………………………..19

DARCIE FROST - 11669268 2

Introduction

The following report will be examining and enhancing the Industrial Technology Stage 4 Life Skills
Sample unit from 2019 (NSW Education Standards, 2019). The focus is a project-based unit where
students develop skills in designing and producing a timber utility box, including aesthetics and
functionality aspects. This unit employs limited links to the Four Resources Model due to the nature
of the practical components and life skills attributes. Therefore, modifications (Appendix A) to
integrate a more balanced approach to incorporating authentic opportunities to enhance literacy
and numeracy skills across the curriculum (Henderson & Exley, 2019, pp.29). The modifications and
adjustments will focus on ensuring equity within the learning environment ensuring all students
receive opportunities for success by identifying and valuing the diversity within the classroom. Commented [CS1]: Succinct introduction- well done.

Classroom context

The class is a culturally diverse which is comprised of twenty-five students with a diverse range of
skill, prior knowledge, backgrounds and literacy and numeracy levels. As there is a significant Commented [CS2]: skills
increase in the number of students who speak another dialect or language other than English;
recognising, valuing, and supporting these students is essential to their overall learning outcomes
(Australian Reporting and Standards Authority, [ACARA], 2022). With this is mind there are three
EAL/D refugee students with varying levels of progression within English literacy knowledge. The Commented [CS3]: To add detail you could identify the
class also has four Aboriginal or Torres Strait Islander students (ATSI) two of which are also progression levels of the EAL/D students. A table could be
predominately EAL/D learners although are reasonably proficient along the progression scale. One used to list each student, their progressions and specific
needs.
student is on the autism spectrum disorder (ASD) who is performing above the grade scale within
literacy progressions however underachieves within the numeracy progression scale. Considering
the variance of students in the class, approaching strategies to ensure all students receive support
and equal opportunities for success is a priority. Therefore, to encompass all aspects of the students
specific learning needs are satisfied; careful consideration in planning is essential to include their
individual social, emotional, literacy and numeracy needs while achieving the outcomes of the
requirements within the subject area (Exley, 2019, pp.250).

DARCIE FROST - 11669268 3

Four resources Model
Code Breaking

Examples of Code-breaking in Industrial Technology Stage 4 unit include:

– following safety labelling (pg.4) Commented [CS4]: Clear example of codebreaking.
– selecting a project after investigating the features of sample boxes (pg.3)
– evaluate their timber box in terms of function and aesthetics (pg.6) Commented [CS5]: Could explain further below to justify
code breaking.

Code-breaking supports students learning and comprehension through understanding the

meaning of literacies within a skills-based approach (Henderson & Exley, 2019, pp.29). This unit
explores code-breaking however, offers limited exploration of the Four resources model and
practices to enhance literacy within the subject area.

Additional Strategies
Expanded examples of Code-breaking in Industrial Technology Stage 4 unit include:
– Explain potential hazards linked to safety labelling (pg.4)
– Research and investigate the functionality and features of sample boxes (pg.3)
– Create criterion to assess their timber box in terms of function and aesthetics (pg.6)

In this example the Four resources model can assist students in making genuine connection
between the learning content and the world around them. The first point of following safety
labelling is extremely important for students to understand and comprehend, as it can have
potentially harmful outcomes if not understood. This provides a multimodal integration to
exploring the semiotic systems within the signs connecting linguistic and visuals for student
understanding (Henderson & Exley, 2019, pp.30). Pedagogical approaches to support EAL/D
students would consist of a differentiated approach, where modifying the signage of the written
text for specific students’ signage in both languages would enhance student understanding Commented [CS6]: Specific change for the students in the
(Marsh et al, 2014, pp.251). Expanding on this would be requiring students to translate through class- well done.

written and tasks to develop skills in the micro and macro structural features within the signs
(Henderson & Exley, 2019, pp.29). Additionally, this approach to differentiating tasks could be
utilised in both the investigation and evaluation examples allowing students to create criterion
in dominant language then translating into English with assessment on ability to increase skills in
macro features and comprehension. Furthermore, through overt instruction and carefully
selected mixed ability groups teachers can enhance students emotional and social interactions
while investigating the features, function, and aesthetics of their utility box (Exley & Henderson, Commented [CS7]: Good point. Could connect back to
2019, pp.61). individual student needs.

DARCIE FROST - 11669268 4

Text Participation

Examples of Text participation in Industrial Technology Stage 4 unit include:

– following through each step of the plan recognising the activities at each step (pg.3)
– identifying location of safety protection equipment and first aid kit (pg.4)
– recognising the rules for the safe use of materials, tools, equipment, eg safe handling of a
hammer, safe passing techniques for chisels, safe carrying techniques for a length of timber,
safe use of adhesives, applying paint/lacquer in a well-ventilated area (pg.4)

Text participation supports students learning by reading and comprehending, then connecting
them to prior knowledge to further understand the meaning and context (Henderson & Exley,
2019, pp.29). This unit explores text participation that offers students to expand on their prior
background knowledge and previous experiences within the subject area. Commented [CS8]: Important for text participation.

Additional Strategies

Expanded examples of Text participation in Industrial Technology Stage 4 unit include:

– connecting the sequential order of each step of the plan recognising the activities at each
step (pg.3)
– Identifying the uses and location of safety protection equipment and first aid kit (pg.4)
– Explaining and outlining why the rules for the safe use of materials, tools, equipment, eg
safe handling of a hammer, safe passing techniques for chisels, safe carrying techniques for a
length of timber, safe use of adhesives, applying paint/lacquer in a well-ventilated area need
to be implemented (pg.4)

Text participation directly links to the schema theories which is where students read and
comprehend texts making connections between what they already know and the new information to
be absorbed (Henderson & Exley, 2019, pp.29). The examples allow students to reflect upon their Commented [CS9]: Key point and supported by reference.
prior knowledge of safety requirements and steps of plans where they can further enhance their
understanding by reordering, identifying, and explaining. This supports the developmental literacy
capabilities of students, especially EAL/D students and offers students to become autonomous in
their learning (McLeod & Reynolds, 2007, pp.126). Furthermore, this supports students’ ability to
connect functional grammar across the curriculum and reconnect with the language terminology
with content knowledge (Fehring, 2019, pp.101). Commented [CS10]: Could explain a little bit further here-
how does this occur in your suggested activity?

DARCIE FROST - 11669268 5

Text Use

Examples of Text use in Industrial Technology Stage 4 unit include:

– preparing a project report in which information about the materials, tools and processes
used in the project are outlined. This could be done through photographs, video, drawings
and/or text to demonstrate the step-by-step plan used to produce the project. The project
report could also include information about what changes, if any, need to be made.
– reporting unsafe equipment and or dangerous situations.
– responding to questioning, eg ‘Could you demonstrate how the timber box will be used?’
‘What do you like best about the way it looks?’ ‘What changes, if any, need to be made?’

Text use is the requirement of students to successfully recognise and create texts with a specific
perspective and objective outcome (Henderson & Exley, 2019, pp.29). This unit explores text use
specific to the content area, however, offers opportunity to explore deeper understanding and
connection to text types which can strengthen literacy skills across the curriculum.

Additional Strategies

Expanded examples of Text use in Industrial Technology Stage 4 unit include:

– Reflecting and creating questioning to enhance and the outcomes of the product, eg ‘Could
you demonstrate how the timber box will be used?’ ‘What do you like best about the way it
looks?’ ‘What changes, if any, need to be made?’
– Developing a hazard report for unsafe equipment and or dangerous situations.
– developing a detailed project report for a specific target audience.

In this example the Four resources model assists students to develop essential skills to enhance
their literacy skills and further explore the micro and macro structural features (Henderson &
Exley, 2019, pp.29). Developing hazard reports, project reports and reflecting questioning assists
students to link social context and reasoning to texts. Utilising pedagogies such as overt
instruction and scaffolding allows the teacher to support EAL/D and ATSI students, this can be
achieved through the deconstruction of a report to further examine the meaning and context of
the text (Exley & Henderson, 2019, pp.53). This type of scaffolding supports students to achieve Commented [CS11]: Good points supported by
and recognise results building confidence. Additional support can be achieved by encouraging references.

students to choose a specific target audience for their project report promoting intrinsic
motivation through cultural connection and interests (Marsh et al, 2014, pp.40). Therefore,
increasing students’ literacy achievements across the curriculum.

DARCIE FROST - 11669268 6

Text Analysis

Examples of Text analysis in Industrial Technology Stage 4 unit include:

– recognising potentially dangerous equipment and situations (pg.4)

– developing a multimedia presentation of the steps undertaken to complete the project, eg
Photo Story, PowerPoint (pg.7)
– following through each step of the plan recognising the activities at each step (pg.3)

Text analysis allows students to critically examine texts to create meaning and recognising their
connection to social and cultural views (Henderson & Exley, 2019, pp.29). This unit briefly
explores text analysis offering limited opportunities to critically examine texts. However,
exploration of creating new texts within the unit does provide practices to enhance literacy
within the subject area.

Additional Strategies
Expanded examples of Text analysis in Industrial Technology Stage 4 unit include:

– Explaining the hazards linked to potentially dangerous equipment and situations (pg.4)
– Developing a detailed marketing brochure for product (pg.7)
– Creating a step-by-step plan and explaining the activities at each step (pg.3)

In this example of the Four resources model can assist students in gaining essential literacy skills
by creating and analysing text resources connecting ideologies and world views (Henderson &
Exley, 2019, pp.29). The first point of explaining the hazards allows students to reflect upon the
connection to the safety labelling and the universal symbols, connecting them to other cultures
hazard symbols or recommendations. This further expands the multimodal integration to Commented [CS12]: Excellent point.
exploring the semiotic systems and the metalanguage used within the content area which
further connects students understanding to world views (Henderson & Exley, 2019, pp.31). Tasks
incorporating connection to culture increases student engagement especially for EAL/D, ATSI
and ASD students. Furthermore, connecting students to the education system and teachers,
which can have a positive effect on their outcomes throughout their schooling years and beyond
(Andersen & Walter, 2016, p.75-76). Additionally, this approach could be utilised in both the
planning and marketing examples. Applying critical literacy strategies within the marketing task
allows students to explore bias linked to the content area and professional timber industry while
reconstructing their own bias or world views (Honan, 2019, pp.175). Commented [CS13]: Good point.

DARCIE FROST - 11669268 7

Digital Technologies

Suggestions to improve digital technologies in Industrial Technology Stage 4 unit include:

– Create a blog
– Podcasts

Additional improvements can be made within the unit using digital technologies. Today’s
sociocultural view of literacy is how we interact every day within a variety of areas of our
lives, which is directly linked to our individual identity, including our social and cultural
background (Honan, 2019, pp.161). Digital technology is utilised in classrooms everyday and
employing digital texts within the classroom creates more engaging teaching and learning
opportunities, when proficiently used, can increasingly enhance literacy learning outcomes
(Beach, 2012). The Industrial Technology classroom offers students to actively use laptops to Commented [CS14]: They can if the teacher is dynamic
research, explore, design and market their products. However, the use of digital technologies and plans thoroughly otherwise the students will get bored
on digital technology.
within the classroom needs to expand beyond the laptop. Research suggest that using more
than one digital medium in the classroom environment can enhance students’ literacy
comprehension (Ranker, 2015). Creating a blog instead of a marketing brochure students can
actively engage with each other, including adding links to design styles and for EAL/D links to
their cultural background and or translation opportunities to increase literacy and language
skills. Podcasts provide similar opportunities to interact with each other. However, allowing Commented [CS15]: Great activity- teacher will also have
students to work in carefully selected mixed ability groups teachers can enhance students to be heavily involved and plan.
emotional and social interactions, this can provide a more engaging experience for ASD
learners, while reflecting on the design process and steps involved with building their utility
box (Exley & Henderson, 2019, pp.61).

Conclusion
The modification suggestions from the Four resource model enhances the Industrial Technology
Stage 4 Life Skills Sample unit (NSW Education Standards, 2019) to support all students and provide
additional support for EAL/D, ATSI and ASD in literacy learning outcomes. Establishing more
opportunities to allow genuine connection to all student’s cultural heritage which is essential to
generate socially, emotionally, and academically successful individuals.

DARCIE FROST - 11669268 8

 References

Anderson, C. & Walter, M. (2016). Indigenous Perspectives and Cultural Identity. In Hyde, M., Commented [CS16]: Only use capitals for the first word,
first word after a colon and proper nouns in your reference
Carpenter, L. & Conway, R. (eds.) Diversity, Inclusion & Engagement. (2nd. Ed.) Sydney: Oxford list.
University Press Commented [CS17]: Italics for book titles.

Australian Curriculum, Assessment and Reporting Authority. (2019, December). Literacy learning
continuum . Retrieved from Australian Curriculum, Assessment and Reporting Authority:
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Beach, R. (2012). Uses of digital tools and literacies in the English language arts classroom. Research Commented [CS18]: Correct- sentence case.

in the Schools.
Exley, B. (2019). Valuing students Diverse Language and Cultural Backgrounds: A Mulititeracies
Project in a remote Indigenous Community. In R. Henderson, Teaching Literacies:
Pedagogies and Diversity (pp. 250- 279). Sydney NSW: Oxford University Press.

Exley, B., & Henderson, R. (2019). Planning for Literacies Learning: Using Backward Design for an
Inquiry project. In R. Henderson, Teaching Literacies: Pedagogies and Diversity (pp. 37-66).
Sydney NSW: Oxford University Press.

Fehring, H. (2019). Literacy Assesment Theory and Practice. In R. Henderson, Teaching Literacies:
Pedagogies and Diversity (pp. 70-92). Sydney NSW: Oxford University Press.

Henderson, R. (2019). Teaching Literacies - Pedagogies and Diversity. Sydney, NSW: Oxford
University Press.

Henderson, R., & Exley, B. (2019). Thinking about planning for Literacies Learning. In R. Henderson,
Teaching Literacies: Pedagogies and Diversity (pp. 20-36). Sydney NSW: Oxford University
Press.

Honan, E. (2019). Using Digital Texts to Engage Students. In R. Henderson, Teaching Literacies:
Pedagogies and Diversity (pp. 160 -181). Sydney NSW: Oxford University Press.

Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh's Becoming a Teacher. Frenches Forest, NSW:
Pearsons.

McLeod, H. J., & Reynolds, R. (2007). Quality Teaching for Quality Learning. Planning through
reflection. Thomson Social Science Press.

DARCIE FROST - 11669268 9

NSW Education Standards Authority. (2003). Industrial Technology Years 7–10 Life Skills unit: Timber
utility box. Retrieved from NSW Education Standards Authority:
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/k-10/resources/sample-
units

Ranker, J. (2015). The affordances of blogs and digital video: New potentials for exploring topics and
representing meaning. Journal of Adolescent & Adult Literacy, 58(7), 568-578.

DARCIE FROST - 11669268 10

Appendices

Appendix A – Unit of Work

Sample Unit – Industrial Technology Life Skills
Sample for implementation from 2019

Technology context Project Length of unit

Timber Timber utility box 10 weeks

Overview

This unit involves students in the design, development and production of a timber utility box. Students design their timber utility box, personalise a design
or embellish an existing timber box with appropriate decorations. Safe and responsible use of materials, tools and techniques by students is essential in the
Industrial Technology course. Teachers should consider this when delivering this unit.

Assessment Key skills

Evidence of student learning may be gathered through: ▪ using tools and equipment safely
▪ following the design and production process
▪ contribution to class discussions
▪ strategies to communicate ideas
▪ demonstration of collaboration and interaction skills through group
▪ presentation of design ideas
activities and peer evaluation
▪ demonstration of skills in relation to industrial technology through:
– creation of a timber utility box
– selection of techniques to produce a timber utility box
▪ application of safe working practices

DARCIE FROST - 11669268 11

▪ presentation of design ideas and/or project.

Outcomes

A student:

INDLS-1 identifies safe and unsafe conditions in the context of undertaking a project

INDLS-2 demonstrates safe practices in the use of tools, materials and equipment

INDLS-3 recognises that a design process is used to develop and make projects

INDLS-6 uses a variety of communication techniques in the context of undertaking projects

INDLS-9 evaluates the success of projects

Related outcomes: IND4-1, IND4-2, IND4-5, IND4-8, IND5-1, IND5-2, IND5-5, IND5-8

DARCIE FROST - 11669268 12

Content
Design
Students:
▪ explore management factors of the
design process in the preparation of a
selected project, for example:
– key actions in the design and
production of a project
– time allocations for required
actions
– availability of materials and
resources required
▪ explore factors that influence design
in timber contexts, for example:
– function
– aesthetics, eg grain, colour and
figure
DARCIE FROST - 11669268
Suggested teaching, learning and assessment
Choosing a timber box project
Teacher:
▪ provides examples of completed timber box projects that could be produced.
Students:
▪ select a project from the range of options provided according to their personal preference, eg trinket
box for jewellery, box for tools, sports equipment, games, USBs or storage devices. This may
include:
– selecting a project after investigating the features of sample boxes
– indicating a preference for a timber box project
– determining a design that takes into account the function and purpose of the project.
Planning steps for producing a timber box
Teacher:
▪ assists students to develop a personalised step-by-step plan for the production process.
Students:
▪ recognise the steps in the personalised step-by-step plan to complete the project. This may involve:
– following through each step of the plan recognising the activities at each step.
13
Content
WHS and risk management
Students:
▪ identify and respond to safety and
warning signage
▪ identify, select and use appropriate
personal protective equipment (PPE0
when participating in practical
activities, for example:
– eye protection
– protective clothing and
footwear
▪ identify and apply safe working
practices when handling and using
tools, materials and equipment, for
example:
– hand tools
– power tools
– machine tools
▪ identify and apply safe working
practices to the handling and storage
of hazardous materials, for example:
– timbers
DARCIE FROST - 11669268
Suggested teaching, learning and assessment
Safe use of materials, tools and equipment
Teacher:
▪ reviews factors that influence safety in a specialist area
▪ explains the properties of materials, equipment and tools which make them dangerous
▪ explicitly teaches and demonstrates the use of a range of hand tools, eg hammers, saws, pincers
▪ provides opportunities for supervised practice in the use of materials, tools and equipment.
Students:
▪ demonstrate safe practice in specialist rooms. This may include:
– following safety labelling
– identifying location of safety protection equipment and first aid kit
– recognising potentially dangerous equipment and situations
– putting on personal protective equipment, eg mask, goggles
▪ use materials, tools and equipment appropriately and safely under supervision. This may involve
responding to teacher instructions, modelling and prompting in:
– recognising the rules for the safe use of materials, tools, equipment, eg safe handling of a
hammer, safe passing techniques for chisels, safe carrying techniques for a length of timber,
safe use of adhesives, applying paint/lacquer in a well-ventilated area
– using materials, tools and equipment safely and appropriately under supervision to mark,
measure, cut, shape, join and finish materials
▪ care for and store materials, tools and equipment during the production process. This may include:
– returning materials, tools and equipment to their storage space after use
14
Content Suggested teaching, learning and assessment

– solvents – tidying the work area

– paints – reporting unsafe equipment and or dangerous situations.

▪ identify potential risks and suggest

ways to improve safety in general and
specific Timber contexts: for example:

– trip hazards
– poor ventilation
– excessive dust

▪ identify and apply safe working

practices to be followed in the
undertaking of practical tasks, for
example:
– emergency evacuation procedures
– safe lifting and/or handling

Workplace communication skills Producing a timber box

Students: Teacher:

▪ follow a sequence in the completion ▪ reviews the personalised step-by-step plan for the production of the timber box, modelling each step
of a task as required
▪ focuses on the development and application of specific skills related to producing a timber box
Tools equipment and techniques ▪ explicitly teaches each of the skills and techniques and their application in the context of the
production of a timber box, while incorporating relevant WHS practices at every point:
Students:

DARCIE FROST - 11669268 15

Content Suggested teaching, learning and assessment

▪ identify a range of techniques in the – measuring and marking out the project
construction of a project, for – cutting out timber using templates and appropriate hand or power tools and equipment
example: – shaping timber using appropriate hand or power tools and equipment
– measuring – joining timber using methods such as adhesives, screws, nails, joints
– cutting – constructing their timber box using techniques such as turning of handles, surface decoration
– joining – preparing/sanding surface in readiness for applying selected finishes, eg paint, varnish, oil in a
– finishing well-ventilated area
– turning – applying appropriate decorations such as decoupage, stencils, laser engraving
▪ apply techniques to join material, for – fitting hardware such as handles and locks
example:
Students:
– joints
– screws ▪ use skills and techniques to engage in the production process for completing a timber box project
– rivets related to the personalised step-by-step plan and in accordance with relevant WHS practices.
– nails
– adhesives
– clamps

▪ apply techniques for surface finishes

to timber materials, for example:
– lacquers
– oils
– stains
– paints

DARCIE FROST - 11669268 16

Content
Workplace communication skills
Students:
▪ collect information from a range of
sources to evaluate an industrial
project, for example:
– feedback from peers, surveys or
interviews
▪ evaluate techniques used in the
construction of a project
▪ select a variety of strategies to
communicate ideas about the design
and production of an industrial
project, for example:
– collecting images
– digital presentations
– sketches and drawings
– annotated diagrams
DARCIE FROST - 11669268
Suggested teaching, learning and assessment
Evaluating the timber design project
Teacher:
▪ assists students to evaluate their timber box in a project report
▪ facilitates students communicating their experiences of the production process with others.
Students:
▪ evaluate their timber box in terms of function and aesthetics. This may include:
– responding to questioning, eg ‘Could you demonstrate how the timber box will be used?’ ‘What
do you like best about the way it looks?’ ‘What changes, if any, need to be made?’
– preparing a project report in which information about the materials, tools and processes used in
the project are outlined. This could be done through photographs, video, drawings and/or text to
demonstrate the step-by-step plan used to produce the project. The project report could also include
information about what changes, if any, need to be made.
▪ share their completed project with others. This may include:
– developing a multimedia presentation of the steps undertaken to complete the project, eg Photo Story,
PowerPoint
– displaying the project in a prominent place in the school, eg library
– presenting their completed project to the class or at a school assembly.
17
Reflection and evaluation

Questions to guide reflection:

■ To what level did students achieve the learning outcomes?
■ How effective were the activities in helping students to understand the design process and achieve the learning outcomes?
■ Did teaching strategies and activities facilitate high levels of student engagement? Why/why not?
■ How could the unit be improved to enhance student engagement and learning?
■ How well did the activities enable students to use their design thinking skills?
■ Were the teaching and learning activities accessible to all students?

DARCIE FROST - 11669268 18

 Appendix B – Marking Rubric

ELN402 Assessment item 2 Rubric

Student name:

Criteria HD DI CR PS FL
Identifies an Identifies pre- Identifies pre- Identifies pre- Identifies pre- The teaching unit
appropriate existing teaching existing teaching existing teaching existing teaching is not identified.
teaching unit unit from subject unit from subject unit from subject unit from subject Identification of
from subject area. Clear, concise area. Clear, concise area. area. resources is
area; provides and fluently and efficiently Identifies Identifies implicit or
summary. organised summary organised summary explicitly the explicitly the missing.
Identifies of the unit is of the unit is literacy and literacy and Resources and/or
resources using provided. provided. numeracy numeracy teaching strategies
the four Identifies explicitly Identifies explicitly resources taught resources taught identified do not
resource model the literacy and the literacy and in the unit using in the unit using connect to the
and identifies numeracy resources numeracy resources the four resources the four resources Four Resource
appropriate taught in the unit taught in the unit model and model AND Model or are
resources and using the four using the four identifies identifies inappropriate to
teaching resources model; resources model; resources and adequate the students in the
strategies to be selects resources selects resources teaching strategies resources and classroom
used in the and strategies that and teaching that are relevant teaching strategies described.
classroom could insightfully strategies that could to the students in to teach in the
described connect with the be effective with the classroom classroom
12/15 students in the the students in the described. described.
classroom classroom
described. described.

Provides a Richly describes a A vivid description Describes with Describes a Description of

description of a classroom with a of a classroom with some detail a classroom with a classroom where
classroom where diversity of students a diversity of classroom with a diversity of the unit could be
the unit can be where the unit students where the diversity of students where taught does not
taught; a could be taught. A unit could be taught students where the unit could be include a diversity
diversity of deep and is provided. A the unit could be taught. An of students.
students are comprehensive comprehensive taught. A good adequate Inadequate
appropriately understanding of understanding of understanding of understanding of reasoning used to
included. selective research selective research relevant research relevant research connect theory to
Connections are from theory is from theory is from theory from theory practice. There
made with explicitly connected clearly connected adequately implicitly are no
theory to with how diversity with how diversity connects with connects with connections to
practice in the of students is of students is how diversity of how diversity of theory used. This
classroom valued. valued. students is valued students is valued. criterion is not
regarding how addressed.
diversity of
students is
valued.
10.5/15

DARCIE FROST - 11669268 19

Discussion of at Discussion Discussion Presents a Discussion Discussion does
least two digital demonstrates a deep demonstrates a deep discussion where identifies and not address the
technologies that and comprehensive understanding of a range of digital describes at least diversity of
could be used understanding of using digital technologies for two digital students in the
during the using engaging technologies for literacy technologies that classroom
teaching of the digital technologies literacy development with could be used described.
unit. for literacy development with students in the during the Discussion does
3.5/5 development with the students in the classroom is teaching of the not address digital
the students in the classroom described. unit. technologies.
classroom described.
described.
Professional Writing is Writing is Writing is Writing may Writing contains
writing and use structured and structured and structured and contain some many
of APA 7th meaning is clear to meaning is clear to meaning is grammatical grammatical
referencing the reader. the reader. apparent to the and/or and/or
style. No grammatical or Minor grammatical reader. typographical typographical
4/5 typographical or typographical Minor errors but these do errors that impact
errors. Referencing errors. Referencing grammatical not impact on significantly on
demonstrates demonstrates and/or meaning. meaning.
academic integrity academic integrity, typographical Referencing Referencing does
and conforms and mostly errors. demonstrates not demonstrate
exactly to APA 7th conforms to APA Referencing academic academic
style conventions. 7th style demonstrates integrity, and integrity, and does
conventions. academic generally uses of not use APA 7th
integrity, and APA 7th style style conventions
generally uses of conventions appropriately.
APA 7th style appropriately.
conventions
appropriately.

Mark 30/40
High Distinction Distinction Credit Pass Fail
40 - 34 33- 30 29 – 26 25 – 20 19-0

Well done,

Darcie your writing is structured, and your meaning is clear to the reader. There are some small
errors in your reference list (see my comments), which you should tidy up for the next assignment
(the library has resources to assist your). You have correctly identified elements of the four
resources model in the unit. Some further detail could have been provided on your classroom
diversity (a table could have helped). However, your discussion of additional strategies contained
effective strategies that were well supported by theory.

Chris Stevens

DARCIE FROST - 11669268 20