EDUC6009 Assessment 1 Critical Review of Resources

Assessment 1 brief

EDUC6009 Assessment details

Unit Code Title	EDUC6009 Assessment 1
Assessment Type	Critical Review of Resources
Due Date	4, Monday, 30th March, 11:59 pm AEDT
Weight	50%
Length / Duration	1500 Words or equivalent
Individual / Group	Individual
Unit Learning Outcomes (ULOS)	ULO1, ULO2, ULO3, ULO4, ULO5

Task Description

This section provides a brief description of the assessment task (the ‘what’).

Critically review a range of resources designed to teach Aboriginal and Torres Strait Islander curriculum content. Provide full referencing details for three (3) resources you select for this review. These resources must be relevant to teaching Aboriginal and Torres Strait Islander histories, cultures, and languages, and should be culturally relevant to the land or Country you are on.

Sources that cannot be used: 8 ways of learning, Cross-curriculum priorities as a resource.

Task Instructions

This section provides step-by-step task instructions (the ‘how’).

Part 1: Resource Selection and Application

Select three culturally appropriate resources to use in a classroom lesson. For each of the three resources:

Resource Description: Provide a detailed description of the resource, including its format (e.g., painting, artefacts, books, websites, games).

Age/Stage Group: Specify the intended age or educational stage group for the

Learning Area: Identify which curriculum areas the resource targets (e.g., history, cultural studies, English).

Justification for Use: Explain how and why you would use the resource in your

Part 2: Evaluation of Resources

Critically evaluate each resource based on the guidelines and protocols of the AIATSIS Guide to evaluating and selecting education resources. This evaluation should address the following:

Educational Value: Assess the quality and effectiveness of the resource for teaching the intended content.

Cultural Appropriateness: Evaluate whether the resource respects Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities, and should be relevant to the specific land or Country you are on.

Submissions

Submission of your Portfolio is via TURNITIN. You should submit one Microsoft Word document only. The support guide will help step through the process to submit your assessment task.

The submission link can be found in the Assessment Tasks and Submission Tab in the EDUC6009 Blackboard site.

You must label your submission with your surname and initials and the assessment task’s name, for example:

SmithJ_ Critical Review of docx

Referencing

You are to use the APA 7th referencing style for citations and referencing. For additional guidance, refer to the SCU Library referencing guides (https://www.scu.edu.au/library/study/referencing-guides/).

GenAI use

This assessment is classified as:

Level 2: AI use permitted for specific You can use AI for specific tasks as identified by the UA.

You may use GenAI to:	You may not use GenAI to:
Edit your writing to improve clarity, grammar, and sentence structure.	Produce original content or responses that contribute to the intellectual substance of the assessment.
Use approved editing tools such as Grammarly or similar GenAI-based applications for proofreading purposes only.	Generate, rewrite, or paraphrase content for your assignment.

. . .	. . .

GenAI declaration

Choose one of the following options and include it in your submission:

Option 1 – I used GenAI

If you knowingly used GenAI to complete any part of this assessment, you must include a brief statement that explains how you used GenAI in accordance with the use conditions outlined in this brief or stated by the Unit Assessor.

Your declaration must include:

The tools you used – list the tools used (e.g. Microsoft Copilot, ChatGPT 0, Grammarly Premium, etc).
How you used them – a short note on what you asked the tool to do, and how you used the output in your work.

Example declaration:

“For Assessment 1, I used Microsoft Copilot to help me brainstorm possible presentation topics and to draft practice questions. I checked the accuracy of all information before including it in my own words.”

Option 2 – I did not use GenAI

If you did not use GenAI to complete any part of this assessment, please include the following statement in your assessment submission:

“I confirm that I, [insert full name], have not knowingly or intentionally used generative AI to complete any part of this assessment.”

Important

Place your declaration at the end of your main submission file (e.g. the last page of a report, the final slide of a presentation).
If your assessment format does not allow this (e.g. CAD files, artwork, code), upload your declaration as a separate Word or PDF file alongside your main submission.
Your GenAI declaration does not count towards the assessment word

EDUC6009 Assessment rubric

This EDUC6009 rubric outlines the grading criteria your submission will be assessed against, along with the standards expected for each grade level. For further information, refer to Final Grades (https://www.scu.edu.au/current-students/student-administration/final-grades/).

Click to download a copy of the assessment rubric.

				EDUC6009: Assessment1
Criteria	High Distinction + ric 100%	High Distinction (85–99%)	Distinction (75–84%)	Credit (65–74%)	Pass (50–64%)	Marginal Fail (35-49%)	Fail (1-34%)	Not Addressed (0%)
Resource Selection and Application 30%	Selects three exemplary, highly diverse and relevant resources. Provides detailed, insightful descriptions, clearly specifying format, age/stage group, and learning area. Justifications are thorough, well- reasoned, and strongly aligned with educational goals at exemplary level. Demonstrates deep respect for Aboriginal and Torres Strait Islander cultures.	Selects three highly relevant and diverse resources. Provides detailed, insightful descriptions, clearly specifying format, age/stage group, and learning area. Justifications are thorough, well- reasoned, and strongly aligned with educational goals. Demonstrates deep respect for Aboriginal and Torres Strait Islander cultures.	Selects three relevant resources. Provides detailed descriptions, specifying format, age/stage group, and learning area. Justifications are clear and well-aligned with educational goals. Shows respect for Aboriginal and Torres Strait Islander cultures.	Selects three relevant resources. Provides adequate descriptions, specifying format, age/stage group, and learning area. Justifications are reasonable and aligned with educational goals. Shows consideration for Aboriginal and Torres Strait Islander cultures.	Selects three resources. Provides basic descriptions, specifying format, age/stage group, and learning area. Justifications are basic but aligned with educational goals and audience needs. Shows sound consideration for Aboriginal and Torres Strait Islander cultures.	Selects fewer than three resources or resources are not relevant. Descriptions are incomplete or unclear. Justifications are minimal with educational goals. Shows limited consideration for Aboriginal and Torres Strait Islander cultures.	Fails to select appropriate resources. Descriptions are missing or unclear. Justifications are missing or not aligned with educational goals. Shows little to no consideration for Aboriginal and Torres Strait Islander cultures.	The student has submitted no assessment item or has not attempted this part of the task.
Cultural Appropriatenes s 30%	Provides a comprehensive and critical evaluation of the cultural appropriateness of each resource at exemplary level. Demonstrates exemplary understanding of Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities. Ensures all content is	Provides a comprehensive and critical evaluation of the cultural appropriateness of each resource. Demonstrates deep understanding of Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities. Ensures all content is respectful and	Provides a detailed evaluation of the cultural appropriateness of each resource. Demonstrates a good understanding of Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities. Ensures content is respectful and accurately represents	Provides an adequate evaluation of the cultural appropriateness of each resource. Demonstrates a reasonable understanding of Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities. Ensures content is generally respectful and accurate.	Provides a basic evaluation of the cultural appropriateness of each resource. Demonstrates a basic understanding of Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities. Ensures content is respectful and accurate.	Provides a limited evaluation of the cultural appropriateness of each resource. Demonstrates a limited understanding of Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities. Content may lack respect or accuracy.	Fails to provide an evaluation of the cultural appropriateness of each resource. Demonstrates little to no understanding of Aboriginal and Torres Strait Islander perspectives, traditions, and cultural sensitivities. Content is disrespectful or inaccurate.	The student has submitted no assessment item or has not attempted this part of the task.

Check also EDUC-2006