EDUC6009 Assessment 2 Portfolio of Reflections

EDUC6009 Assessment 2 brief

Assessment details

Unit Code Title	EDUC6009 Assessment 2
Assessment Type	Portfolio of Reflections
Due Date	Week 6, Sunday 19th April, 11:59 pm AEST
Weight	50%
Length / Duration	1500 words (500 words per question)
Individual / Group	Individual
Unit Learning Outcomes (ULOS)	ULO1, ULO2, ULO3, ULO4, ULO5

Rationale

This reflective portfolio aims to deepen your understanding of Aboriginal and Torres Strait Islander histories, cultures, and languages.

Task Description

You will create a reflective portfolio consisting of three 500-word reflections on the following questions:

How has your understanding of Aboriginal and Torres Strait Islander histories, cultures, and languages evolved throughout this unit?

Reflect on your initial knowledge and perspectives at the beginning of the
Discuss specific activities or readings that significantly impacted your
Consider how this new knowledge influences your approach to teaching and interacting with Aboriginal and Torres Strait Islander students.

What are the key elements of successful community engagement with Aboriginal and Torres Strait Islander communities, and how can you implement these in your teaching practice?

Reflect on the importance of building relationships with Indigenous communities in the context of your local culture and Country.
Identify strategies for effective community engagement and
Discuss how these relationships and local culture can enhance your teaching and support student learning.

How can educators foster a sense of belonging and identity for Aboriginal and Torres Strait Islander students in the classroom?

Reflect on the importance of belonging and identity for student well-being and academic
Discuss strategies to create an inclusive classroom environment that supports the cultural identity of Indigenous students.
Consider the impact of these strategies on student engagement and learning

Task Instructions

Reflect on the Questions:

Reflect deeply on each question, drawing on your learning from the

Research and Reference:

Support your reflections with 3-6 scholarly references for each

Write Your Reflections:

Write a 500-word reflection for each
Use formal academic language and adhere to APA 7th edition referencing

Format and Submit:

Submit your reflective portfolio as a single Word document. Answer each question under a separate subheading.

Submissions

Submission of your Portfolio is in via TURNITIN. You should submit one 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_ Portfolio 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

Assessment rubric

This 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 Assessment 2 Rubric

	EDUC6009: Assessment 2
Criteria	High Distinction + 100%	High Distinction (85–99%)	Distinction (75–84%)	Credit (65–74%)	Pass (50–64%)	Marginal Fail (35-49%)	Fail (1-34%)	Not Addressed (0%)
Reflectio n 1 30%	Demonstrates deep and thoughtful reflection on initial understanding and how it evolved	Demonstrates deep and thoughtful reflection on initial understanding and how it evolved	Reflects on the evolution of understanding with clear examples of specific readings or	Provides basic reflection on initial understanding and mentions	Provides minimal reflection with vague or unclear	Limited or unclear reflection on understanding. Lacks specific examples or	No reflection on personal understanding, lacks any examples or	The student has submitted no assessment item or has not attempted this
	throughout the unit	throughout the	activities that	one or two	discussion of	connections to	connections to	part of the task.
	at an exemplary	unit. Provides	impacted	examples of	how	teaching practice.	teaching
	level. Provides	specific examples	knowledge.	activities or	understanding	Inappropriate or	practices.
	specific examples	from readings or	Identifies changes	reading but	evolved. A few	no supporting	No supporting
	from readings or	activities that	in approach to	lacks detailed	examples are	literature.	literature
	activities that	significantly	teaching and	analysis of	mentioned but
	significantly	impacted	interacting with	how this has	lack connection
	impacted	understanding.	Indigenous	influenced	to teaching or
	understanding.	Thoroughly links	students.	teaching or	interaction.
	Thoroughly links	this new knowledge	Supported by	interactions.	Supported by
	this new knowledge	to changes in	comprehensive	Supported by	some literature
	to changes in	teaching and	literature included.	literature.
	teaching and	interaction with
	interaction with	Aboriginal and
	Aboriginal and	Torres Strait
	Torres Strait	Islander students.
	Islander students.	Supported by
	Supported by	outstanding and
	exemplary and	comprehensive
	comprehensive	literature.
	literature.
Reflectio n 2 30%	Demonstrates an exemplary understanding of community engagement with	Demonstrates a comprehensive understanding of community engagement with	Discusses key elements of community engagement in relation to local	Identifies basic strategies for community engagement	Mentions community engagement but does not fully link strategies to	Basic or unclear discussion of community engagement strategies, with	No meaningful discussion of community engagement strategies, with	The student has submitted no assessment item or has not attempted this
	Aboriginal and	Aboriginal and	culture and	but lacks a	the local context	minimal	no reference to	part of the task.
	Torres Strait	Torres Strait	Country. Identifying	direct	or teaching	connection to	the local context
	Islander	Islander	strategies for	connection to	practice. Limited	local culture or	or teaching
	communities,	communities,	effective	local culture	discussion on	Country.	practice. No
	specifically in the	specifically in the	engagement and	or Country.	implementation.	Inappropriate or	supporting

context of local culture and Country. Provides clear strategies for relationship- building and their implementation in teaching practice, supported by specific examples. Supported by exemplary and comprehensive

literature.

their relevance to teaching practice. Some examples of implementation may be lacking in detail. Supported by comprehensive literature included.

Explanations of strategies are general, with limited examples of how they can be implemented in teaching. Supported by literature.

Supported by some literature

no supporting literature.

literature

Reflectio n 3

30%

Provides an exemplary reflection on the importance of belonging and identity for student well-being and academic success. Proposes multiple well-reasoned strategies to foster an inclusive classroom environment, linking these to positive impacts on student engagement and outcomes.

Supported by exemplary and comprehensive

literature.

Provides an insightful reflection on the importance of belonging and identity for student well-being and academic success. Proposes multiple well-reasoned strategies to foster an inclusive classroom environment, linking these to positive impacts on student engagement and outcomes.

Supported by outstanding and comprehensive literature.

Reflects on the importance of belonging and identity with clear understanding.

Proposes practical strategies for fostering inclusion, though some strategies may lack depth or direct link to student engagement.

Supported by comprehensive literature included.

Discusses the importance of belonging and identity, providing basic strategies for creating an inclusive classroom.

Some strategies may be too general or lack clear evidence of effectiveness. Supported by literature.

Provides basic strategies for fostering a sense of belonging but lacks a deep understanding of their impact on student engagement and academic success.

Supported by some literature

Limited discussion of belonging and identity, with vague or ineffective strategies for inclusion. Limited connections to student engagement or outcomes.

Inappropriate or no supporting literature.

No meaningful reflection on belonging or identity. No viable strategies for creating an inclusive environment.

No supporting literature.

The student has submitted no assessment item or has not attempted this part of the task.

Academic Writing

10%

Writing is exemplary, well- organised, and demonstrates

Writing is clear, well-organised, and demonstrates excellent clarity. All

Writing is clear and concise, with appropriate language and

Writing is clear, with appropriate language and

Writing is satisfactory with some appropriate

Working towards satisfactory writing and Academic writing.

Not yet achieved satisfactory Academic Literacy. Most or

The student has submitted no assessment item or has not

excellent clarity. All language and terminology used are appropriate.

Displayed outstanding Academic Literacy using APA 7 including all of the following: in text citations, reference

list, word count.

language and terminology used are appropriate. Displayed outstanding Academic Literacy using APA 7 including all of the following: in text citations, reference list, word count.

terminology. Displayed comprehensive Academic Literacy using APA 7 including all or most of the following: in text citations, reference list, word count.

terminology. Displayed solid Academic Literacy using APA 7

including most or some of the following: in text citations, reference list,

word count.

language and terminology. Displayed satisfactory Academic Literacy using APA 7 including some of the following: in text citations, reference list,

word count.

Included very little of the following: in text citations, reference list, word count.

some limited academic literacy demonstrated- incorrect word count, APA 7 is not used or used incorrectly.

attempted this part of the task.

Check also: EDUC6009 assessment 1