Task overview

Assessment name	Numeracy across the curriculum: Digital presentation
Task outline and description	Develop a presentation for an audience of fellow teachers, describing how you would integrate numeracy across the curriculum.   In the presentation, introduce numeracy across the curriculum and highlight numeracy demands and opportunities in other curriculum areas for a selected year level. Then move deeper into the discussion by selecting a particular area of study, discuss the mathematical content in that area and outline a short sequence of teaching and learning activities to effectively meet numeracy demands or opportunities for your students.
Final date for submission	See the Assessment tab in Study Desk

Task snapshot

Format	PowerPoint presentation
Length	Approximately 2 000 words (+/- 10%) Only the words in the script are included in the word count, not the words on the slides
Weighting	50%
Individual or Group	Individual
Method of assessment	Rubric
Learning objectives addressed in this assessment	On successful completion of this assignment preservice educators should be able to: Analyse the numeracy knowledge involved in personal and professional decision making. APST 3.6, 5.4Demonstrate numeracy skills in presenting evidence, including relevant literature, to support arguments about issues related to personal and professional numeracy. APST 2.2, 2.5Use and understand numeracy across different curriculum areas. APST 2.5

Step-by-step guide

Part A: Introduce numeracy across the curriculum   (10 marks)

Introduce numeracy across the curriculum Introduce the presentation by discussing numeracy and numeracy across the curriculum, to demonstrate to your audience the importance of addressing numeracy learning and the value in integrating mathematics in other subject areas. Give a brief outline of two or three examples of the numeracy demands or opportunities in curriculum areas other than mathematics for a selected year level. Use references to current research, theories or models and understanding of how students learn to justify your claims.

Criteria	High Distinction (HD)≥ 85%	Distinction (A) 84-75%	Credit (B) 74–65%	Pass (P) 64-50%	Fail (F) <50%
Introduce numeracy across the curriculum (10 marks)	An engaging and informative introduction which succinctly outlines the presentation purpose, importance of numeracy and justifies teaching and learning numeracy across different curriculum areas with references to research literature and the Australian curriculum.	A clear and effective introduction which succinctly outlines the presentation purpose, importance of numeracy and of teaching and learning numeracy across different curriculum areas, supported by references to research literature and the Australian curriculum.	A sound introduction which outlines the presentation purpose, importance of numeracy and of teaching and learning numeracy across different curriculum areas, which makes use of references to research literature and the Australian curriculum.	An introduction to the presentation purpose, importance of numeracy and numeracy across the curriculum is provided.	No introduction or a limited introduction which does not adequately inform the presentation purpose, or numeracy is not adequately defined or the importance of numeracy and numeracy across the curriculum is not adequately provided.

          Part B: Demonstrate understanding of the identified mathematical content (10 marks)                   Part C: Teaching and learning sequence (10 marks)             (10 marks)   Deeper elaboration of the mathematical understandings in a selected curriculum area

Now use an example of how to integrate numeracy in another curriculum area to discuss the mathematics concepts and understandings in that area with further detail.

For the same year level, choose an area of study from the Australian Curriculum other than mathematics. When you have chosen this area of study, choose a specific area to focus on e.g. Year F-2, The Arts, Visual Arts.

Provide an explanation of the mathematical concepts and understandings involved in the chosen topic. To do this it may be relevant to define mathematical language or concepts, describe skills or procedures for problem solving or to discuss the use of mathematical tools as part of learning in the other curriculum area.

Explain the curriculum links between the mathematics and the other subject area.

Criteria	High Distinction (HD)≥ 85%	Distinction (A) 84-75%	Credit (B) 74–65%	Pass (P) 64-50%	Fail (F) <50%
Demonstrate understanding of the identified mathematical content (10 marks)	An informed elaboration of the mathematical concepts and understandings in other subject area, with examples that illustrate and enhance the description. An explanation of the relevant Australian curriculum links is provided, including year level, strand, sub-strand and content descriptions.	An appropriate explanation of the mathematical concepts and understandings in other subject area, with examples that illustrate and enhance the description. An explanation of the relevant Australian curriculum links is provided, including year level, strand, sub-strand and content descriptions.	An appropriate description of the mathematical concepts and understandings in other subject area. A description of the relevant Australian curriculum links is provided, including year level, strand, sub-strand and content descriptions.	An appropriate identification of the mathematical concepts and understandings in other subject area. An outline of the relevant Australian curriculum links is provided, including year level, strand, sub-strand and content descriptions.	The mathematical concepts or understandings involved are not identified or those identified are not accurate or relevant. Links to the Australian curriculum are not included or not accurate or incomplete.

Teaching and learning sequence

Show how mathematics is integrated in the other subject area by describing a short sequence of teaching and learning activities (two or three) that will support students to meet the numeracy demands or opportunities in the other subject area.

Take a few slides to outline or ‘paint a picture’ of the activities for your audience. Identify your pedagogical approach, briefly outline the purpose of the activity and describe what the children will be doing.

Criteria	High Distinction (HD)≥ 85%	Distinction (A) 84-75%	Credit (B) 74–65%	Pass (P) 64-50%	Fail (F) <50%
Teaching and learning activity (10 marks)	A highly engaging and appropriate sequence of teaching and learning activities demonstrates how mathematics is effectively integrated within the subject area.	An appropriate sequence of teaching and learning activities demonstrates how mathematics is effectively integrated within the subject area.	Teaching and learning activities demonstrate how mathematics might be integrated within this area.	Teaching and learning activities are outlined which demonstrate how mathematics might be integrated within this area, further elaboration is required in places.	Teaching and learning activities are not provided or do not adequately address the mathematical content in the other curriculum area or will not adequately support children’s mathematical learning.

Rationale

Provide a rationale which explains and justifies your choice of activities, including the way that they are sequenced. Refer to the adopted pedagogical approach e.g. inquiry approach, problem-based learning,

Part D: Communication (10 marks)

play-based learning or explicit instruction, and why the activities are suitable for integrated teaching and learning in this area. Refer to teaching models which support numeracy across the curriculum.

Criteria	High Distinction (HD)≥ 85%	Distinction (A) 84-75%	Credit (B) 74–65%	Pass (P) 64-50%	Fail (F) <50%
Rationale (10 marks)	An explanation of the pedagogical approach, integration of subject areas and Australian curriculum outcomes effectively justifies the choice of teaching activities, well-supported by references to current research and literature.	A discussion of the pedagogical approach, integration of subject areas and Australian curriculum outcomes explains the choice of teaching activities, supported by references to current research and literature.	A discussion of the pedagogical approach, integration of subject areas and Australian curriculum outcomes supports the choice of teaching activities, which makes use of references to current research and literature.	A discussion is provided which supports the choice of teaching activities, further clarity is required in places.	No or inadequate discussion to support the choice of teaching activities is provided.

Communication

In PowerPoint, pay attention to professional presentation of the slides. Place the script in the Notes section under each slide. Photos, video, tables or graphs may be included to enhance the message of the script.

Pay attention to how the layout of the slides enhances the presentation, for example by having fewer words which summarise the script for the slide.

• This guide may be useful for making effective presentations – although a search of the internet will bring up many sites. Be critical and thoughtful about your goals for the presentation and how best to utilise PowerPoint to enhance your message.

• The number of slides will depend on your own organisation of the presentation, use of text, and layout. Generally between 10 and 20 slides will suffice.

• Please compress photos so that the file size is reduced.

As a teacher, you are expected to model best practice, so take the time to make sure your final presentation is proofread. Go over your work carefully, to check for accurate spelling, punctuation, grammar and organisation of writing.

• Referencing must adhere to APA 7th style. Include in-text referencing and a list of references in APA 7th style. Include the reference list in the Assignment 2 submission template
• See the Course Toolbox for guides to APA referencing and for links to support with academic writing and referencing.

Criteria	High Distinction (HD)≥ 85%	Distinction (A) 84-75%	Credit (B) 74–65%	Pass (P) 64-50%	Fail (F) <50%
Communication (10 marks)	A highly engaging and informative, professional presentation using language, tone and style suitable for the intended audience. Outstanding use of photographs, images, diagrams or tables, slide layout and presentation to enhance the message of the script. Minimal errors in vocabulary, grammar, punctuation, spelling. Referencing (in text and reference list) and presentation conforms to APA style, with minimal errors. Extensive use of academic literature.	An organised, professional presentation using language, tone and style suitable for the intended audience. Very good use of photographs, images, diagrams or tables, slide layout and presentation to enhance the message of the script. Minimal errors in vocabulary, grammar, punctuation, spelling. Referencing (in text and reference list) and presentation conforms to APA style, with minimal errors. Strong use of academic literature.	An organised and suitable presentation using language, tone and style suitable for the intended audience. Good use of photographs, diagrams or tables, slide layout or presentation to enhance the message of the script. Few errors in the use of vocabulary, grammar, punctuation or spelling. Referencing (in text and reference list) and presentation conforms to APA style, with few errors. Sound use of academic literature.	A presentation suitable for the intended audience which may have slight lapses in language, tone, style or organisation. Some use of photographs, images, diagrams or tables, slide layout and presentation to enhance the message of the script. Some errors in the use of vocabulary, grammar, punctuation or spelling but key points are still evident. Referencing (in text and reference list) and presentation conforms to APA style, with some errors and/or inconsistencies. Sound use of academic literature.	Language, tone, style or structure does not meet professional requirements and suitability of the presentation. Limited or no use of photographs, images, diagrams or tables. Slides do not adequately support understanding of the script. Many errors in vocabulary, grammar, punctuation or spelling. Referencing (in text and reference list) and presentation does not conform to APA style, containing many errors or missing essential information. Limited, no or unsatisfactory use of academic literature.

Submission details

What you need to submit	Submit your assignment on Study Desk under Assignment 2. Complete the Assignment 2 Submission template and upload. The references for this task are included in the template. Upload the presentation as a separate file.
Submission requirements	Name the file as your final name, course code, assignment number – e.g. Delaney_ EPM4100_A2   Submit your assignment through Study Desk. [Keep in mind that there are two steps to submitting. Check the status is ‘Submitted’ and not ‘Draft’.

University guidelines

Academic Integrity	As a student of the University of Southern Queensland, it is expected that you will commit to engage in behaviour that is consistent with the University’s values of integrity and honesty in academic endeavours particularly when undertaking Assessment.   The Academic Integrity Tool course is completed annually so that you are fully familiar with guidelines and requirements for academic integrity.
Extensions	University Assessment Policy and Procedure documents are available from the Assessment tab in Study Desk.
Late Penalties	The penalty for late submission without a pre-approved extension is a reduction by 5% of the maximum mark applicable for the Assignment, for each calendar day or part thereof that the Assignment is late. (e.g. 2 marks per day for an assignment worth 40%). Please apply for an extension prior to the due date, rather than absorb late penalties.
Moderation	All University staff who are assessing your work meet to discuss and compare their judgements of assignments based on the given rubric. Marks are moderated prior to grades being finalised.

Feedback

Release of marks

Marking will be finalised within three weeks of submission of your assignment.

Receiving your assignment feedback

Feedback Please take the time to read the feedback comments on your marking guide.   When you read your feedback, it is really important that you are prepared for the feedback, are engaged in the feedback and apply the feedback in your future work.   Preparing for feedback means having a positive mindset. You will read good things about your assignment and you will read things to improve. Remember that this is here to help you in the future.   Engaging with the feedback means, take time to read the marker’s comments. Read through what they are saying and think about how you can use it towards your next assignment.Applying the feedback means taking the advice on board and using it next time.If you would like clarification on your feedback, please contact the Course Examiner.