EDUC5001: Education and Change: The Lifelong Learner – Solved

Assessment Brief 1

Assessment Details – EDUC5001: Education and Change

Unit Code Title	EDUC5001: Education and Change: The Lifelong Learner
Assessment #	1
Assessment Type	Portfolio
Due Date	Week 3, Friday 14 November, 11:59pm AEDT
Weight	50%
Academic Integrity (See below for limits of GenAI use)	Use of Gen AI is acceptable within defined limits
Length / Duration	2000 words ±10%
Individual / Group	Individual
Unit Learning Outcomes (ULOS)	This assessment task maps to the following ULOs: ULO1: Identify basic biopsychosocial changes and developments in the context of education ULO2: Understand the significance of social and emotional wellbeing on learning and learning and development. ULO3: Demonstrate how theories that inform learning and development are implemented in learning and teaching contexts.

 

Task Overview – EDUC5001: Education and Change

Your task is to develop a reflective portfolio that will document personal responses to the various paradigms and theoretical frameworks that are put forward in this unit to explain biopsychosocial changes. Your portfolio will resemble a journal that contains several Important responses that will inform your teaching practice. This reflective portfolio aims to make connections between course material and instructional design as a future reference for teaching. Rationale

The purpose of this task is to develop your understanding of paradigms and frameworks for understanding change, development and learning in childhood and adolescence and how this applies to educational principles and practices. To demonstrate your understanding, you will draw on the unit content, the recommended readings and other peer reviewed literature.

All resources are available in the Assessment Tasks & Submission section of the unit Blackboard site.

Instructions – EDUC5001: Education and Change

Steps

Respond to 3-4 items from the list below that demonstrates your engagement with the concepts and principles we are learning in this unit. You will need to integrate the relevant ideas and principles you are learning into your response for each item you select, to appropriately address the issues and/or questions inherent in the item. Use classroom examples where possible to illustrate your ideas and understanding.

Item 1 Considering the following statement, reflect on the degree to which nature (genes) and nurture (the environment) might influence an individual’s sporting ability:

So, you’ve got your father’s blonde hair and your mother’s brown eyes – these are genetic traits. You and your family are also very good at sport. Is it your genes or your environment that’s responsible for your sporting ability?

Item 2 Critically review the theoretical perspectives of Piaget, Vygotsky and Information Processing Theory as presented in the tutorials, and the readings. Choose one of these theories and reflect on how that theory can be applied to your teaching via a hypothetical classroom example.

Item 3 The development of vision in infancy, including acuity, colour perception, depth perception, face perception, and object perception, is essential to learning and development across the lifespan. Our experiences in moving, exploring independently, and manipulating materials contribute to our visual development. Briefly explain the implications this has for instructional guidance at the early childhood level, and discuss whether it can also have implications for teaching older children and students. You might like to include “epigenetics” to further your understanding of the nature/nurture relationship for this particular item, as this will give you additional insights into how the environment can affect genetic expression across development.

Item 4: How might scaffolding for the use of Vygotsky’s ZPD need to be differentiated for a student who experiences generalised anxiety? Describe how you would approach this in relation to your KLA.

Item 5: a) Reflect on student wellbeing – What is wellbeing? Why is it important? What sorts of things effect it and what are the important wellbeing risk factors?

1. b) On the basis of these initial reflections, provide a clear example of how the classroom teacher can promote wellbeing.

Item 6: According to ACARA the Australian Curriculum has ‘personal and social capability’ as a general capability to be carried out across all learning areas. ACARA, 2017 states that:

Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively….

Provide a theoretical analysis of why this statement is so relevant in classrooms and schools.

Criteria

1. Demonstrate an understanding of the relevant core concepts, principles, and practices
2. Demonstrate how theories that inform learning and development are implemented in learning and teaching contexts
3. Demonstrates the use of compelling statements and arguments to support a point of view.
4. Applies correct referencing when citing authors and listing references.

Base your writing style for this assessment on SCU’s Reflective Writing Guide.

Please note that that you can use the first person when reflecting, however, you should use thirst person when referring to theory/literature.

Your approach to writing the Reflective learning responses can be either of the following ways. The important point in either case is that your opinion must be clearly linked to theory, in order to demonstrate that you have understood the topic sufficiently.

Method 1:

State the reflection/opinion and give an explanation and an interpretation about that reflection.

Provide a theoretical justification for the interpretation. This adds credibility to the interpretation.

Draw a logical conclusion.

Method 1:

State the reflection/opinion and give an explanation and an interpretation about that reflection.

Provide a theoretical justification for the interpretation. This adds credibility to the interpretation.

Draw a logical conclusion.

Method 2:

State and explain the theory and provide the basis for the subsequent opinion.

Give the personal example and interpretation of that example in relation to the theory.

Draw the ideas presented to a logical conclusion i.e. an evaluation of the relevance of self-disclosure to the communication within the relationship.

Please use 12-point Times New Roman and use double line spacing as per APA 7th edition guidelines. Referencing

 

• You must include in-text citations and reference list as per APA7th edition guidelines.
• Only peer reviewed sources are permitted. This includes peer reviewed journals and edited books and book chapters.
• Websites, blogs, Wikipedia, YouTube are NOT permitted in this assessment. Also do not reference the Tutor or the Blackboard site.
• In-text references and reference list should be in line with APA 7th edition.           Use at least five high quality peer-reviewed academic sources.

Please use the following resource as a Referencing Style guide: SCU Library referencing guides.

 

Generative Artificial Intelligence (GenAI) Guidelines

This assessment is classified as GenAI use: Level 2

For assessments classified Level 2, specify the conditions of use.

✅ You may use GenAI to:

• Guide your research and learning process.
• Ask questions to clarify your understanding of concepts.
• Brainstorm preliminary ideas for your assessment.
• Get feedback on your ideas or structure.
• Clarify concepts or check your reasoning.
• Use as a quick information-access tool (like a tutor or search engine).
• Use Grammarly Premium to edit and improve your writing.
• Keep evidence of how you used GenAI and acknowledge this use appropriately.

❌ You may not use GenAI to:

• Generate written content for direct inclusion in your assessment.
• Paraphrase, summarise, or quote any GenAI output in your submission.
• Rely on GenAI as an authoritative source without verification.
• Omit scholarly sources to support ideas inspired by GenAI.
• Fail to record and acknowledge how GenAI was used in your process.

 

For further information speak to the Unit Assessor and see Generative AI for Students.

GenAI Declaration

 You must include one of the following statements with your assessment submission:

If you DID use GenAI, include this statement:

I acknowledge that I have used Generative AI tools to complete this assessment in accordance with the conditions outlined in the Assessment Brief. I used [insert name of GenAI tool(s)] to [briefly describe how the tool(s) were used, e.g. generate ideas, check grammar, organise structure]

 

If you DID NOT use GenAI, include this statement:

I acknowledge that I have not knowingly used GenAI to complete this assessment.

 

Note: The Unit Assessor may ask you to explain or demonstrate how GenAI tools were used and how your use complied with the assessment guidelines. Please ensure you are prepared to discuss this if requested.

Submissions – EDUC5001: Education and Change

You must submit the following item(s):

      Portfolio (acceptable format: Word or PDF)

Submit your assessment via the Assessment Tasks & Submission area on the Blackboard unit site. Follow the on-screen instructions to upload your file(s).

All submissions must be clearly labelled. Include the surname and initials, assessment name. For example, SurnameInitials_Portfolio.doc = SmithJ_Portfolio.doc

If you are unsure how to submit an item, refer the following support resources:            How to submit to Turnitin

Rules relating to Assessment and Examination

For information regarding, extensions, special consideration, late submissions, resubmissions, grades, appeals and academic integrity, refer to:

• Rules Relating to Awards – Rule 3 – Coursework Awards – Student Assessment and Examinations
• How to apply for Special Consideration
• Final Grades

Academic Integrity Declaration

By submitting this assessment, I declare that:

I have read and understood SCU’s Academic Integrity policies and referencing guidelines. I am aware of the consequences of academic misconduct and confirm that this submission is my own original work, referenced appropriately, and has not been previously submitted. I authorise its reproduction for authentication purposes and understand the implications of a false declaration. I have adhered to guidelines regarding Generative AI.

 

EDUC5001: Education and Change: The Lifelong Learner

 

 

Assessment Rubric

Criteria	High Distinction (HD) (≥ 85%)	Distinction (D) (75–84%)	Credit (C) (65­–74%)	Pass (P) (50–64%)	Fail (F) (<50%)
Criterion 1 40 % Demonstrate an understanding of the relevant core concepts, principles, and practices	There is outstanding evidence of understanding of the relevant concepts, principles, and practices.	There is extremely good understanding of the relevant core concepts, principles, and practices.	There is good understanding of the relevant core concepts, principles, and practices.	There is basic evidence of understanding of the relevant core concepts, principles, and practices.	There is minimal to no evidence of understanding of the relevant core concepts, principles, and practices.
Criterion 2 40 % Demonstrate how theories that inform learning and development are implemented in learning and teaching contexts	There is outstanding evidence of theories that inform learning and development applied to learning and teaching contexts.	There is extremely good evidence of theories that inform learning and development applied to learning and teaching contexts.	There is good evidence of theories that inform learning and development applied to learning and teaching contexts.	There is satisfactory evidence of theories that inform learning and development applied to learning and teaching contexts.	There is minimal to no evidence of theories that inform learning and development applied to learning and teaching contexts.
Criterion 3 10 % Writing style is clear and professional and delivers a coherent flow of ideas	Outstanding demonstration of academic writing and the use of compelling statements and arguments to support a point of view.	Extremely good demonstration of academic writing and the use of compelling statements and arguments to support a point of view.	Good demonstration of academic writing and the use of compelling statements and arguments to support a point of view.	Satisfactory demonstration of academic writing and the use of compelling statements and arguments to support a point of view.	There is minimal to no evidence of academic writing and statements and arguments to support a point of view.
Criterion 4  10 %	Outstanding referencing style and	Distinguished referencing style and	Competent referencing style and	Satisfactory referencing style and	Limited referencing style and use of high-

 

 

Applies correct referencing when citing authors and listing references. Uses at least 5 high quality peer-reviewed academic sources.

use of 5 + high-quality peer-reviewed academic sources to explain a point of view.

use of 5 + high-quality peer-reviewed academic sources to explain a point of view.

use of 5 + high- quality peer-reviewed academic to explain a point of view.

use of at least 5 high- quality peer-reviewed academic sources to explain a point of view.

quality peer-reviewed academic literature to explain a point of view. Does not meet the minimal criteria of at least 5 high quality peer-reviewed academic sources.

 

One example of how you may structure assignment 1 EDUC5001: Education and Change responses

 

Item 4: How might scaffolding for the use of Vygotsky’s ZPD need to be differentiated for a student who experiences extreme endemic anxiety? Describe how you would approach this in relation to your KLA. Please note: Writing out the item will make your assessment more cohesive for the marker. This is NOT included in the word count.

 

Para 1: Here, you can start by talking about the ZPD in relation to L&T and/or development.

You can discuss what/why and how here? This is where you show us your knowledge around ZPD and scaffolding in relation to L&T and development, so you need to make strong links to theory. Of course, you would also need to ensure that you are discussing/making reference to student experiencing anxiety and to be supporting your arguments with academic literature.

 

Para 2: Then, you may wish to talk about links to students who experience anxiety. For example, why might they experience difficulties and in what ways? How can you link that to scaffolding and ZPD/theory? What might be useful for them? What should a teacher consider?

 

Para 3: And here, you discuss and provide practical examples of what you could do in the classroom and link to your KLA.

 

Please note:

Remember to also include a reference list at the end of the document. The reference list should always start on a separate page. Please see an example of a good reference list in the document I have also uploaded for you in the Assessment 1 folder. When writing, please follow this formatting. The first line of every paragraph should be indented. You should also ensure to have either 1.5pt or 2pt spacing as well.

Good formatting and referencing can be a very easy way to get a few extra marks. It also makes your document much more professional. Please also ensure to do strong in-text referencing too. If you are citing at the end of a sentence, it should look like this (Hurem, 2024). However, if you are saying something like, Hurem (2024) states that this is good referencing, then you will reference as I just explained in this sentence. If there are more than three authors, you would reference like this, Hurem et al. (2024) advised that this is a good way to reference if there are more than three authors in the article I am citing.

Please also note that according to APA referencing guides, when writing about numbers, you would write zero to nine like this. But anything from 10 onwards, should be written as numbers like I have just demonstrated. I hope you have found this document useful. Remember, good proof reading can be very beneficial, so remember to proofread your work before you submit. Happy writing and all the best. You’ve got this!