ETL 503 – Assign 1

• Content is appropriate for learners.
• Level appropriate to the student body.
• Supports differentiated learning styles.

• Provides information on ATSI Histories and Cultures relevant to the learning needs of students.
• Supports the school curriculum.

• Relevant and up to date resource.
• Acknowledgment of sources used to create the resource.

• Appealing to learners.
• Avoids stereotyping.

• Easily accessible.
• User friendly.

• Creators have qualifications or are experts in their field.

• Promotes strong learning experiences and connections with ATSIHC.
• Comparison with other ATSI resources.
• Can be easily integrated with other resources to meet the general capabilities framework.

Year 9 History: Historical Knowledge and Understanding: Making a nation (ACDSEH020) and Historical Skills: Chronology, terms and concepts (ACHHS165)

Year 10 History: Historical Knowledge and Understanding: Rights and Freedoms (1945 – present) (ACDSEH104, ACHSEH106) and Analysis and use of sources (ACHHS187).

The documentary discusses the local Cootamundra Girls Home “Bimbadeen” and provides a deep insight into the life of the residents and the impacts on their lives. The resource would be best suited to Stage 5 students due to the nature of the issues discussed within the documentary, it would also be important to discuss with students the nature of the documentary prior to viewing. There is a resource pack available at https://www.sbs.com.au/sites/sbs.com.au.home/files/2954_sos_teachers_notes_7.pdf

Stage 4 or low literacy Stage 5.

There is a teachers resource pack available at

https://readingaustralia.com.au/lesson/ubbys-underdogs/

Year 9 History: Historical Knowledge and Understanding: Making a nation (ACDSEH020) and Historical Skills: Chronolgy, terms and concepts (ACHHS165).

Provides students with a deep understanding of Aboriginal culture and the impact of cultural conflict brought about by Australian government policies and various non-Aboriginal groups as they entered Yolngu land and the impacts which are still visible today.

There is a resource pack available at https://www.metromagazine.com.au/pdfs/studyguides/SGAnotherCountry.pdf

Should be easily understood by 15-16 year olds (Readable | Free Readability Test Tool)

Five Senses Education.

Year 9 English: Literature and context (ACELT 1633) and Responding to Literature (ACELT 1635).

Year 10 English: Literature: Examining Literature (ACELT 1643) and Texts in Context (ACELY 1749).

The book provides varied poetic responses to the Australian landscape and the changing environments from the viewpoints of Aboriginal and non-Aboriginal authors over time. The resource could be used for all Stage 5 students as well as providing the opportunity for extension activities depending on the poetic response chosen. This resource could also be used for the CCP of Sustainability.

Should be easily understood by 12-13 year olds (Readable | Free Readability Test Tool).

HSIE faculty.

The website discusses traditional Aboriginal history, beliefs, seasonal descriptions and heritage across many Aboriginal regions. Students can click on each region identified on the map and research the climate for that region. The major and minor seasons for each region are discussed and a description of how plants and animals are changing or reacting relative to the season is provided. As the site has been developed with the local Aboriginal community of each area it provides excellent ‘story-sharing’ information from each particular group, the Tiwi Islands in particular has excellent array of information. There is also the possibility to work with Bureau and our local Aboriginal Elders to produce a seasonal calendar for the Wiradjuri area.

. Retrieved from http://www.abc.net.au/btn/classroom/mungo-man/10521894

This resource can also be used as an introduction to further study of the history of Mungo Man as there is a large number of further resources available which would be suitable for as additional and extension activities. https://www.nma.gov.au/learn/kspace/lake-mungo-45000-years-ago/teacher-resources

http://education.abc.net.au/home#!/media/3042690/mungo-man-goes-home

http://education.abc.net.au/home#!/media/522233/discoveries-at-lake-mungo

https://www.sbs.com.au/ondemand/video/1128598083900/living-black-mungo-man-returns

Student identifies and presents a balanced discussion of priorities and selection issues when building a school collection.

7/10mks

Provides a balanced discussion that is succinct and demonstrates good analysis skills.

Engages with a wide range of literature to support discussion.

Provides a balanced discussion and demonstrates developing analysis skills.

Demonstrates engagement with module readings and literature outside the subject modules.

Some descriptive narrative, with attempts at analysis.

Includes relevant reference to the literature.

Mainly a descriptive narrative which does not contain analysis or critical thought.

Includes reference to the literature.

Little or no reference to the literature.

Student demonstrates a clear understanding of the Cross Curriculum Priority Area/chosen curriculum area.

3.25/5mks

Provides a balanced discussion that is succinct and demonstrates good analysis skills.

Engages with a wide range of literature to support discussion.

Provides a balanced discussion and demonstrates developing analysis skills.

Discusses how the priority area is important as part of the collection, ie. Relates curriculum to collection development. Includes relevant reference to the literature.

Some descriptive narrative, with attempts at analysis.

Attempts to include collection development in the discussion.

Includes reference to the literature.

Mainly a descriptive narrative which does not contain analysis or critical thought.

Some reference to the literature.

Little or no evidence of consideration of collection development.

Little or no reference to the literature.

Student demonstrates an understanding of the selection process as a major part of collection management policy.

3.5/5mks

Demonstrates strong engagement with the literature outside the modules and is able to apply the theory of collection development to practice.

Strong evidence of being able to synthesise information, analyse critically and present a logically structured, well written process when building a balanced collection.

Evidence of a good understanding of the process used prior to engaging in the selection process.

Evidence of being able to structure, analyse critically and present a process when building a balanced collection.

Logical identification of the steps required to prepare for selection when building a balanced collection.

Demonstrates developing analysis and evaluation skills.

Mentions learning and teaching needs but may not effectively demonstrate how these impact collection development.

Evidence of an emerging understanding of how to apply theory to selection and collection building in practice.

Student demonstrates the application of selection criteria and selection aids to create an annotated bibliography.

16/20mks

Uses a range of selection criteria and multiple selection aids from a variety of sources to create a balanced collection.

Annotated bibliography presents a range of resources and includes evaluative summaries to meet the purpose and the needs of the target audience (teachers), and clearly demonstrates how the resource supports the target area.

Evidence of critical analysis and evaluation skills when using selection criteria and selection aids.

Uses a range of selection criteria and multiple selection aids to create a balanced collection.

Annotated bibliography presents a range of resources, and includes enough detail to meet the purpose and the needs of the target audience (teachers) and demonstrateds how the resource supports the target area.

Evidence of developing analysis and evaluation skills using the selection criteria.

Annotated bibliography presents a range of resources, but requires more detail to meet the purpose and the needs of the target audience (teachers). Some detail given to clarify how the resources supports the target area.

Evidence of developing analysis and evaluation skills using the selection criteria.

Some resources unsuitable for the target audience and/or purpose.

Annotations lack appropriate detail and variety.

Mentions the target area but may not give evidence to support inclusion.

Resource selection unsuitable for the target audience and/or purpose.

Little evidence of engagement with selection criteria and aids.

No mention of the target area given.

Student applies and integrates critical analysis and evaluation of resources.

3.5/5mks

Evidence of a thorough examination and prioritisation in the final selection of a range of resources based on analysis and evaluation, with reference to selection aids and curriculum needs.

Provides a concise, insightful and critical discussion. Author’s voice strong, paraphrasing and direct quotes rarely used to demonstrate understandings.

Explores and understands a range of resource formats and delivery modes.

Identifies curriculum priorities and provides an emergent critical discussion.

Evidence of a developing author’s voice, paraphrasing and direct quotes used with discretion.

Attempts to prioritise resources based on evaluation using selection criteria.

Provides a narrative with developing analysis evident.

Author’s voice developing, some paraphrasing or direct quotation from the literature.

Some evidence the student has attempted to identify curriculum needs during the selection process.

Reliance on paraphrasing and direct quotes from the literature.

Evaluation of resources contains little evidence of analysis.

Student demonstrates quality writing skills using appropriate conventions.

3.5/5mks

Excellent use of sections, headings and subheadings which make the content easily accessible for the target audience (teachers).

Document is well-designed and interactive.

Argument flows logically and writing is free from grammatical, typographical and paragraphing errors.

Referencing free from error and follows CSU APA style conventions and standards.

Good use of sections, headings and subheadings to lead the reader through the document.

Argument flows, is logically structured and written with clarity.

Few grammatical or typographical errors, good use of paragraphs to structure the argument.

Referencing follows CSU APA style conventions and standards with minimal errors.

Argument demonstrates structure, correct paragraphing and the beginnings of logical flow.

Some grammatical or typographical errors, poor sentence structure and paragraphing.

Referencing follows CSU APA conventions and standards but contains some minor formatting errors.

Some grammatical and/or errors, some poor sentence structure and paragraphing.

Developing argument that shows some evidence of structure, but does not flow easily.

Referencing attempts to follow CSU APA style conventions and standards but contains multiple formatting errors.

Does not exhibit good writing skills. Word count more than 10% above or below the stated limits in some or all sections.

Limited reference to the literature.

Referencing does not adhere to CSU APA style conventions and standards.

Hi Belinda,

This was a paper that got drastically better as it went along. Your annotated bibliography shows some solid analysis and truly excellent text selection and an understanding of the need for varied sources and a strong selection criteria, but your analysis in Part A in particular is quite incoherent and relies on a lot of assumptions from the reader. See my comments for specifics. Most of them related to sentence length and/or rogue semi-colons that got in the way of the many excellent points you were trying to make, but I also highlighted moments where your own voice was lost by what your sources had to say.

Be very careful, too, in avoiding potentially stigmatizing language. ATSI, even as it is still used in some government publications (it’s really persistent!), is being phased out of most style guides and is generally considered inappropriate. I left some comments with resources that go further into why and provide alternatives. Overall, this is excellent work. Well done.

Marker & Date: Kit Kavanagh-Ryan, 29/04/2019