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| 1. | Critically examine and reflect on the social, cultural and theoretical assumptions and research which inform current systemic and school-based approaches to English language and literacy assessment. |
| 2. | Apply pedagogical content knowledge and assessment strategies, to measure students English language and literacy knowledge and skills in line with the Australian Curriculum and national assessment and reporting requirements. |
| 3. | Analyse and interpret summative, formative and diagnostic student data collected by systemic and school-based assessment tools, including NAPLaN, PAT-R, the Foundations of Early literacy Assessment - NT and the Year One Phonics Check. |
| 4. | Make sound and informed judgements about students' learning needs and related teaching interventions for feedback and reporting purposes that comply with national assessment and reporting responsibilities and requirements. |
| 5. | Apply assessment data to inform planning, organising, sequencing and evaluating of literacy teaching to meet the learning needs of diverse learners, particularly students who are learning English as an additional language or dialect. |
| 6. | Plan and organise classroom activities using a range of strategies that support effective classroom communication and support participation of all students. |
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| | Assessment Task | Value (of total mark) | Related Learning Outcome/s |
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| 1. | Digital literacy assignment (10 minute presentation) | 20% | - 1 - Critically examine and reflect on the social, cultural and theoretical assumptions and research which inform current systemic and school-based approaches to English language and literacy assessment.
- 2 - Apply pedagogical content knowledge and assessment strategies, to measure students English language and literacy knowledge and skills in line with the Australian Curriculum and national assessment and reporting requirements.
- 3 - Analyse and interpret summative, formative and diagnostic student data collected by systemic and school-based assessment tools, including NAPLaN, PAT-R, the Foundations of Early literacy Assessment - NT and the Year One Phonics Check.
- 4 - Make sound and informed judgements about students' learning needs and related teaching interventions for feedback and reporting purposes that comply with national assessment and reporting responsibilities and requirements.
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| 2. | Analytical paper (1,500 words) | 30% | - 1 - Critically examine and reflect on the social, cultural and theoretical assumptions and research which inform current systemic and school-based approaches to English language and literacy assessment.
- 2 - Apply pedagogical content knowledge and assessment strategies, to measure students English language and literacy knowledge and skills in line with the Australian Curriculum and national assessment and reporting requirements.
- 4 - Make sound and informed judgements about students' learning needs and related teaching interventions for feedback and reporting purposes that comply with national assessment and reporting responsibilities and requirements.
- 5 - Apply assessment data to inform planning, organising, sequencing and evaluating of literacy teaching to meet the learning needs of diverse learners, particularly students who are learning English as an additional language or dialect.
- 6 - Plan and organise classroom activities using a range of strategies that support effective classroom communication and support participation of all students.
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| 3. | Assessment and learning plan (2,000 words) | 50% | - 3 - Analyse and interpret summative, formative and diagnostic student data collected by systemic and school-based assessment tools, including NAPLaN, PAT-R, the Foundations of Early literacy Assessment - NT and the Year One Phonics Check.
- 4 - Make sound and informed judgements about students' learning needs and related teaching interventions for feedback and reporting purposes that comply with national assessment and reporting responsibilities and requirements.
- 5 - Apply assessment data to inform planning, organising, sequencing and evaluating of literacy teaching to meet the learning needs of diverse learners, particularly students who are learning English as an additional language or dialect.
- 6 - Plan and organise classroom activities using a range of strategies that support effective classroom communication and support participation of all students.
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