Middle managers in primary schools: A comparison b Essay Paper Assistance

Middle managers in primary schools: A comparison b Essay Paper Assistance

acing: 0px; -webkit-text-size-adjust: 1ASSESSMENT TASK 3: Social Action Plan Group Report and Presentation/videoAssessment task 3a Social Action Plan- Group ReportDue date/AssignmentsubmissionWeek 11Submit your assignment BOTH Electronically via Moodle, AND Hard copy in tutorial class EMAIL SUBMISSIONS WILL NOT BE ACCEPTEDWord limit 2000 words (+/- 10%), plus references (Students are required to use the LTU HarvardReferencing style)Type of assignment Group assessmentWeighting 40% of the total marks for this subject10% Critical thinking and problem solving as a team10% Writing10% Personal reflection5% collaboration and participation5% Location, selection and use of informationGrading criteria: Assessment specific grading criteria in the Subject Learning GuideImportant notes Signed Assignment Cover Sheet (Academic Integrity Student Declaration form) mustbe attached to hard copy submission For electronic submissions: ONLY Microsoft Office document types are accepted Font size not smaller than Times New Roman 12 You MUST keep a duplicate copy of your assignmentAssessment task 3b Social Action Presentation or Campaign VideoDue date/AssignmentsubmissionWeek 12 classes. Each group will present their social action plan to the rest of the class.Format: Live presentation or video campaignTime: 12 mins (2mins per student, 5 students per group including questions)Type of assignment Group Presentation (Individual Presentation mark)Weighting 10% of the total marks for this subjectGrading criteria: Assignment specific grading criteria in the Subject Learning GuideIntended learning outcomes:3 Demonstrate and justify the use of management skills to solve a contemporary social problem in a dynamic environment.4 Communicate effectively through professional oral presentations.5 Communicate effectively through structured written argument in a professional report format.6 Search for, locate and evaluate discipline specific information.7 Demonstrate and reflect on personal views and have an openness to the perspective of others.Purpose and aims:The purpose of this assessment is to enable and actively engage students to lead their own action. Along with applying theknowledge and skills gained from learning about local, national and global issues, students will be supported in the developmentof the necessary skills of problem/opportunity identification and action planning, necessary to be pro-active in making a positivedifference in the world. This is also designed to provide an opportunity for students to work collaboratively and respectfully witha range of students from diverse backgrounds.Each group will have ONE socially-based problem or opportunity which could be a local, national or global issue/opportunityrelevant to some aspect of diversity, equity, social inclusion and engagement, which requires a proposal for a solution oroffers an opportunity for development that will involve an aspect of social advancement.As a small group**, you must be able to define the scope of the issue/opportunity through inquiry/research, critically analysethe issue and arguments regarding the nature/importance of the issue; and offer solutions to the issue or a means of realisingthe opportunity.2** This assessment requires students to actively engage and work collaboratively with a diverse range of students to be able tounderstand the perspectives of others; therefore, small groups of 5 (groups will be formed in week 2) will be formed by selfselection (with the support of the lecturer) however, you are highly recommended to have a range of disciplines, ages, culturaland linguistic skills as the greater the diversity of your group, the broader the range of ideas that will be available to you. Thisassessment task provides students an opportunity for inter-cultural learning, which requires a culturally heterogeneous mix ofstudents.Description of the assessment:There are TWO parts to the assessment:Part A: Group action plan on a social issue/opportunity: a written report comprising of 2000 words. (40%)Part B: Presentation or Campaign Video (10%) In week 12 classes, each group will present the social action plan to the class.Each member of the group will receive an individual mark based on the presentation. Each group must present for 12 minutes intotal, including questions.Students are required at least 4 types of resources in the group social action plan:1. Minimum of 2 journal articles (students are required to use scholarly and peer-reviewed articles)2. Newspaper articles3. Prescribed textbook4. WebsiteSteps in developing the class issue/opportunity:Week Action required Outcome4 The lecturer introduces Assessment task 3: the purpose andrequirements of the assessment.In this session, each student in the class is asked to thinkabout ONE issue/opportunity that they would like to pursueor write about. (students are encouraged look atnewspapers, magazines, news reports etc)One issue/opportunity from each student to beprovided by week 55 Anonymously, each student to write down theissue/opportunity on a post-it note and place on thewhiteboardClass to discuss the issues/opportunitiespresented and identify themes emerging (4 or 5themes to be identified)6 Each group is to brainstorm using butcher paper each ofthemes that was identified in week 4 and decide on whichissue/opportunity they would like to work on.Groups to vote on ONE issue/opportunity by nominatingtheir preferred issue and placing it in the box provided.Lecturer to count the votes.Lecturer to gather all the suggestedissues/opportunities themes and each class is tovote ONE issue/opportunityExamples of Social Issues, problems or opportunities to be addressed in the Social Action Plan1. Cultural Diversity2. Gender3. Indigenous Issues4. Euthanasia5. Cyber-Bullying6. Obesity7. Self-image8. Global warming9. Globalisation10. Drug abuse11. Homelessness12. Genetic engendering13. Child labour14. Animal rights3Template for Social Action PlanPart A Written ReportPart A of the Social Action plan needs to include the following:1. Background to the IssueThis includes, but is not limited to a description of the issue, why it is important, whom it affects, and the costs to society ofinaction. This section should also include a description of the company/group that has been chosen to address the issue.2. Objectives of the Action PlanIn this section, groups should outline the key objectives of the action plan. In doing so, students should demonstrateawareness of the viability and practicality of the objectives involved, and the availability of resources to meet the saidobjectives.3. Proposed ActionsEach objective should be broken down into a set of implementable action points.4. Anticipated OutcomesEach action point from Section 3 above is required to have a set of measurable anticipated outcomes associated with it.5. Key roles and responsibilitiesGiven the company/group described under Section 1, the roles and reporting structure should be outlined and describedusing an organisational chart. Following this, the key responsibilities, and individuals accountable for each action need to beoutlined.6. Timelines and resources requiredThe anticipated completion date for each action, and the resources required to complete them are to be described in thissection.7. Key RisksIn this section, groups need to demonstrate that they are aware of any potential risks and downside associated with each ofthe action points.8. Evaluation MethodHere students are expected to describe the methods to be used to evaluate the progress of each action point against thestated objectives and anticipated outcomes (Sections 2 and 4 respectively). Groups should also include when the evaluationis going to be undertaken, assuming that the action points will have varying timelines associated with them.9. Finally, each group is required to summarise the Social Action Plan into the following table, and attach it as an appendix tothe report (It does not form part of the word count):4Social Action Plan: Group NameSocial Action plan: Team members: .Description of the Issue:Objective 1:ProposedActionsAnticipatedOutcomesKeyResponsibilitiesTimelines andResourcesRequiredKey Risks EvaluationMethod1.2.3.Objective 2:ProposedActionsAnticipatedOutcomesKeyResponsibilitiesTimelines andResourcesRequiredKey Risks EvaluationMethod1.2.3.Part B Presentation or Campaign Video (Due date: Week 13 classes)Groups are expected to present their respective Social Action Plan tables to the rest of the class. This needs to be done in anengaging and professional manner, and should be conducted in a PowerPoint presentation and/or Campaign video format.Each group must present for 12 mins in total, including questions. Each member of the group will need to present for 2 mins andeach student will receive an individual mark based on the presentation.All students will be provided with peer feedback. During presentations/videos, students will be providing feedback using thegrading rubric (provided). The feedback will be anonymous, and will be collated and provided back to each group.Guidelines for the in class- presentation ? Groups of 5 students (some regional classes may define groups of a different size) ? All students are required to present. Each student is responsible to speak for 2 minsGuidelines for Campaign Video ? Each group member to present for an equal length of time (2 mins) ? The video must be 10 mins in total, with each member of the group presenting. Students who present a video will also havequestion time in class (2 mins) ? Videos must be uploaded on desktop computer. Please make sure the video link(s) work before class. Failure to do this mayresult in deduction of marks.Grading Criteria Assessment Task 3a: Group Social Action Plan (40%)Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) GradeWriting Authoritative use ofmanagement/business conceptsand terminology in group actionplan. Clearly states the purpose,assertion, arguments andfindings, and supports this withevidence in a sustained andlogical fashion.Proficient use ofmanagement/businessterminology in group actionplan and orders ideas in astructured and sequencedfashion, aimed at making acentral argument or assertion.Competent use ofmanagement/businessterminology in group actionplan. Contains many relevantideas, and attempts to structurethem in a coherent manner.Limited use of appropriatemanagement/business terminologyin group action plan.Contains some relevant ideas, but isunable to relate them in anorganised manner.Contains little or no meaningfulinformation relating to the task,and makes no attempt toproduce an organised responseto the task./10Location, selection anduse of information(evidence and citation)Locates, evaluates andintegrates a range of relevantinformation (or data) into theconstruction of a response tothe task, and uses the disciplinesanctioned Harvard ReferencingStyle athttp://www.lib.latrobe.edu.au/referencing-tool/harvard to citesources in a timely andappropriate fashion.Locates and synthesises a rangeof relevant information (or data)to inform the response to thetask, and uses the disciplinesanctioned Harvard ReferencingStyle athttp://www.lib.latrobe.edu.au/referencing-tool/harvard to citesources in a timely andappropriate fashion.Uses a range of prescribedinformation sources (or data) toinform the response to the task,and uses the disciplinesanctioned Harvard ReferencingStyle athttp://www.lib.latrobe.edu.au/referencing-tool/harvard to citesources in a timely andappropriate fashion, but withsome errors.The response to the task relies upona narrow or partially relevantselection of information sources (orvery limited data) and uses thediscipline sanctioned HarvardReferencing Style athttp://www.lib.latrobe.edu.au/referencing-tool/harvard to cite sourcesin a timely and appropriate fashion,but with some errorsIrrelevant sources and dataselected to inform the responseto the task, or usedinappropriately, with little or noattribution./5Problem-solvingapproaches/criticalthinkingSituates the problem or issuepresented in within amanagement context orconceptual framework anddraws supported conclusionsfrom applying key managementconcepts to provide welljustified solutions.Precisely identifies all relevantfactors of the managementproblem presented andaccurately applies managementconcepts to provide a possiblesolution.Correctly identifies manyrelevant factors of themanagement problempresented and attempts, withsome inaccuracy, to applymanagement concepts toachieve a solutionCorrectly identifies some relevantfactors of the management problempresented and attempts with someuncertainty to apply managementconcepts to achieve a feasiblesolution.Makes little or no attempt toseparate the elements of theproblem presented or to relatethem to relevant managementconcepts./10Collaboration andparticipationAn integrated contribution tothe group social action plan,which reflects criticalassimilation of groupperspectives, reaching abalanced and well foundedconclusion, set of findings orrecommendations.A co-ordinated contribution tothe group social action plan,which reflects assimilation ofgroup perspectives, reaching aqualified conclusion, set offindings or recommendations.A response to the group socialaction plan which attempts toaccommodate or draw upon thegroup contribution in a coherentand structured fashion, reachinga tentative conclusion, set offindings or recommendations.A response to the group socialaction plan, which reflects groupcontribution, and constructs a lessthan coherent, but plausible,conclusion, set of findings orrecommendations.Response does not account forgroup social contributions, or isunable to effectively includeother points of view to reach aplausible conclusion./5Personal reflection A very clear understanding ofone ?s own thinking and learningprocesses by examining openlyown experiences and clearlyarticulating the diversity ofopinions within the group.A clear understanding of one ?sown thinking and learningprocesses by examining openlyown experiences and clearlyarticulating the diversity ofopinions within the group.An understanding of one ?s ownthinking and learning processesby examining openly ownexperiences and clearlyarticulating the diversity ofopinions within the group.No clear understanding of one ?s ownthinking and learning processes byexamining openly own experiencesand clearly articulating the diversityof opinions within the group.No understanding of one ?s ownthinking and learning processesby examining openly ownexperiences and clearlyarticulating the diversity ofopinions within the group./10COMMENTS /40Grading Criteria Assessment Task 3b: Group Action Plan Presentation (10%)Criteria Excellent (A80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) GradePresentation &EngagementPersuasively defines theconceptual approach to thepresentation, structures thepresentation and uses clear,powerful and appropriatelanguage for an academic andprofessional audience.Coherently and logicallystructures the presentation anduses clear and appropriatelanguage for an academic andprofessional audience.Logically structures thepresentation), approachingcoherence, and uses someappropriate language forstudent (or disciplinary)audience.Attempts to structure thepresentation if somewhatincoherently, and uses minimalappropriate language forstudent (or disciplinary)audience.Makes no attempt tostructure the presentationand does not appropriatelanguage for student (ordisciplinary focus)./3Questions and Discussion Responds to questions in aprecise, persuasive mannerwith relevance to thepresentation and refers toinformation that goes beyondideas already presented.Responds to questions in aprecise manner with relevanceto the presentation and refersto some information that goesbeyond ideas already presented.Responds to questions in anappropriate manner and withsome relevance to thepresentation, and showsknowledge and understandingof the topicResponds to questions in anappropriate and coherentmanner, but demonstrates alimited knowledge of the topicDoes not respond toquestions or does so withlittle coherence andrelevance to the topic./2Disciplinary Knowledge Disciplinary knowledge isclearly presented and usesdisciplinary languageauthoritatively; shows criticalunderstanding of the issuepresented and demonstratesdepth and accuracy ofunderstanding.Disciplinary knowledge is clearlypresented and uses disciplinarylanguage competently, shows aproficient awareness of theissue presented anddemonstrates accuracy ofunderstanding.Disciplinary knowledge ispresented and uses disciplinarylanguage approachingcompetency, shows anawareness of the issuepresented and demonstrateslimited content understanding.Disciplinary knowledge lacksclarity and uses disciplinarylanguage tentatively, shows anawareness of the issuepresented and some evidenceof gaining new understanding.Disciplinary knowledge isunclear and does not usethe language of thediscipline in a sustainedfashion, and demonstratesno evidence of gaining newunderstanding./3Participation andCollaborationAn integrated contribution tothe response to the task,which reflects criticalassimilation of other groupperspectives, reaching abalanced and well-foundedconclusion, set of findings orrecommendations.A co-ordinated contribution tothe response to the task, whichreflects assimilation of otherperspectives, reaching aqualified conclusion, set offindings or recommendations.A response to the task whichattempts to accommodate ordraw upon each individualcontribution in a coherent andstructured fashion, reaching atentative conclusion, set offindings or recommendations.A response to the task, whichreflects each individualcontribution, and constructs aless than coherent, butplausible, conclusion, set offindings or recommendations.Response does not accountfor other contributions, oris unable to effectivelyinclude other points of viewto reach a plausibleconclusion./2COMMENTS /10


Comments are closed.