ASSESSMENT 2: Report
Summary
| Title | Assessment 2 |
| Type | Report |
| Due Date | Thursday 17 April, 11.59 pm (end of Week 6) |
| Length | 1500 words or equivalent |
| Weighting | 50% |
| Academic Integrity | The use of GenAI is allowed but limited for this assessment task. |
| Submission | Word document or PDF submitted to Turnitin |
| Unit Learning Outcomes | Students will demonstrate the following Unit Learning Outcomes (ULO) on the successful completion of this task: ULO 1: Identify and critically engage with concepts, principles and theories of disciplinarity, interdisciplinarity and transdisciplinarity ULO 3: Identify and understand applications of interdisciplinary approaches to problems or challenges. ULO 4: Develop and apply an interdisciplinary framework to a specific problem or challenge. |
Task Description
Students will engage in observations of learning sites via PExLab videos, then write a Report in which they are positioned as an “Interdisciplinary Consultant”, commenting on and analysing the interdisciplinarity of the observed learning experiences.
The Report should summarise the student’s observations of the chosen learning sites in relation to the concepts of disciplinarity, interdisciplinarity, and transdisciplinarity. The Report should also offer recommendations as to which interdisciplinary frameworks would best fit the learning site/experience for future learning.
Rationale
What is the aim/purpose of this assessment?
The purpose of this assessment task is to apply interdisciplinarity concepts to real world contexts.
How does this task address the unit learning outcomes?
This task addresses the Unit Learning Outcomes 1, 2 and 4 as listed above.
How does this task relate to module contents?
The task includes the requirement to define key concepts as presented in Modules 1-6 before analysing and applying them to real world contexts.
How will this task prepare students for the world of work?
This task requires students to write a Report about interdisciplinary practice in educational settings, thus preparing them for future work experiences.
Task Instructions
This assessment task is made up of two parts. The first part requires you to observe and take notes on professional practice in educational settings, via a series of videos from SCU’s PExLab. For the second part, you will then become an “Interdisciplinary Consultant” and, using your observations, write a Report that describes and analyses the interdisciplinarity (or not) of the observed learning site, and makes recommendations for future teaching practice.
PART ONE: PEx LAB OBSERVATIONS
A. Engage in the PExLab Orientation
B. Log into PExLab and choose one of three educational settings: Early Childhood, Primary, or Secondary.
C. View all the videos in the list for that educational setting.
D. Use the “Observation Notes” template to record your observations during or after viewing each video.
E. Choose a PExLab learning site to analyse for your Report in Part Two. A learning site can be a classroom, a school, or an early childhood centre.
PART TWO: REPORT
A. Title Page -as per APA 7 guidelines
B. Section 1: Overview and definitions (approx. 300-350 words), including:
- Brief OVERVIEW of the chosen PExLab learning site. A learning site can be a classroom, a school, or an early childhood centre. The overview should include the name of the learning site, a short description of the site, and any other relevant information you may find about the learning site.
- DEFINITIONS of the concepts of disciplinary, interdisciplinary, and transdisciplinary learning. Each definition must include an IMAGE that supports and expands the definition.
- DEFINITIONS/ OVERVIEWS of the five disciplinary areas: Language & Literacy, HPE, Humanities, Creative Arts, STEM. Each discipline must include an IMAGE that supports and expands the definition/overview.
Note: All definitions should be supported by credible sources.
C. Section 2: Observations (approx. 250-300 words), including:
- Description of disciplines taught during the learning activity/activities
- Description of practices observed, and whether they are disciplinary, interdisciplinary, and/or transdisciplinary.
Note: Observations may be written in the first person, and can be written as dot points.
D. Section 3: Analysis (approx. 400-450 words), including answers to the following questions:
- What (if any) is the evidence of interdisciplinarity in the learning site/s? Which disciplines were involved?
- How do teaching practices or other factors in the learning site/s support interdisciplinary learning?
- How do teaching practices or other factors in the learning site/s inhibit interdisciplinary learning?
- If interdisciplinary learning was evident, could benefit to the students be identified?
- Is there evidence of superficial interdisciplinary learning that detracts from disciplinary depth?
- Is there evidence of transdisciplinary learning?
Note: The Analysis should include support from credible sources.
E. Section 4: Recommendations (approx. 400-450 words), including:
- Which of the interdisciplinary frameworks (8 Ways Learning, Complexity Patterning, Australian Curriculum General Capabilities/Cross-curricular Priorities, Early Years Learning Framework, Project-based Learning/Inquiry-based Learning) would be recommended for these particular learning site/s? (Choose only 1 or 2.)
- What could be the positive outcomes of implementing this learning framework at this learning site/s?
- What could be the challenges of implementing this learning framework at this learning site/s?
Note: Recommendations should include support from credible sources.
F. Section 5: Reference List
Resources
SCU Quickguide How to demonstrate critical judgment
SCU Quickguide Writing analytically and persuasively
University of Newcastle Centre for Teaching & Learning – Report Writing
Task Submission
This assessment task should be submitted via the Turnitin portal in the Assessment Tasks & Submission section on the Blackboard EDUC1006 site. All sections of the report should be included in ONE document – either a Word document or a PDF is acceptable. The task should include a title page with your name, student number, and assessment title.
Academic Integrity
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 SCU Academic Integrity Framework
Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
NOTE: The use of GenAI is allowed but limited for the Assessment Tasks in this unit.
You may only use GenAI to help guide you in the process of completing your assessment work in this Unit. Think of it as a tool. A quick way to access information or an AI tutor to help answer your questions. So, you can use GenAI to ask research questions to help clarify your understanding, brainstorm preliminary ideas, get feedback on your ideas and clarify concepts. This academic assessment requires your work to be supported with scholarly, credible and peer reviewed sources from the reading list and suggested readings in the modules. It is recommended that you check your assessment task instructions and the rubric to make sure you are using the best type of information or evidence to support your ideas in your assessment work.
If you use GenAI tools other than the ways suggested in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their 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.
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
- a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
- a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade, an originality report and written feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard unit site. Please allow 7-working days for marks to be posted.
