# data[].attributes.body
Here is a copy of the marking template we will all use for A2. Any questions please let me know!

# data[].attributes.headline
MODERATION SAMPLES are posted here team. Let's all work to have moderation completed (by yourself and then within your eLA moderation team). Please share your consensus grades and thoughts in the googledoc by Friday night May 3rd. 

# data[].attributes.subject
MODERATION SAMPLES are posted here team. Let's all work to have moderation completed (by yourself and then within your eLA moderation team). Please share your consensus grades and thoughts in the googledoc by Friday night May 3rd. 

# data[].attributes.headline
Googledoc for moderation, cross-marking and marking tallies (for $$)

# data[].attributes.subject
Googledoc for moderation, cross-marking and marking tallies (for $$)

# data[].attributes.body
https://docs.google.com/spreadsheets/d/1720iAAliFUqWxwfo0kWKl7a8ZrEceI7fu_4lvzcj1EM/edit#gid=647970397

# data[].attributes.body
Assignment 2: Report
Word limit: 1500 (+/- 10%)
Weighting: 35%
Due date: 5pm AEST Monday 13 May 2019 (Week 9)

MARKING NOTES  -
25 minutes - detailed marking.
See the portal for requirements.

# data[].attributes.headline
A2 LIVE Collaborate session details - with dates and times

# data[].attributes.subject
A2 LIVE Collaborate session details - with dates and times

# data[].attributes.body
You need to be specific! Listen to the Flipped Collaborate for some examples to get you headed in the right direction.
Begin by choosing ONE additional need to explore from one of the following categories:

Sensory impairments—sight, hearing, smell, touch, taste, spatial awareness.

Cognitive disabilities—developmental delays, intellectual disabilities, learning and behaviour disabilities.

Physical disabilities and health problems—any limitation on a person’s physical functioning, mobility, dexterity or stamina.

Individual styles and needs—gifted and talented students, cultural and language challenges.

PLEASE NOTE - Feedback from previous iterations tells us that it is helpful to have your chosen topic confirmed early!
IMPORTANT - Please send your eLA an email by end of week 7 -May 3rd to confirm you have selected an appropriate additional need.

You may choose to cover an additional need that you have some interest in or personal experience, but remember that you should only be citing academic sources in your report, not personal opinions.

# data[].attributes.headline
A2 Flipped Collaborate Session and Slides

# data[].attributes.subject
A2 Flipped Collaborate Session and Slides

# data[].attributes.body
https://au-lti.bbcollab.com/recording/3e3544faf1a34f639e2c743fedb34d8d

# data[].attributes.headline
Referencing recommendations - tips shared with the students

# data[].attributes.subject
Referencing recommendations - tips shared with the students

# data[].attributes.body
I know it feels strange to present recommendations without a reference for each point team! We always ask for sources for your points in academic writing - BUT this may be a little different in your recommendations section!

Here is one way that you can approach this -

"The following adjustments have been designed to meet the needs of a child with ABC additional need and are based upon the findings and recommendations from BlindAustralia.org, the EYLF, The Royal Institute of XYZ and The House with no steps. (I just made these up to give you an idea)

eg. You may suggest a particular room set-up, or adjustment to the daily routine. You don't need to worry about searching high and low for a source to support this. Your recommendations will be a compilation of the research in your report, the principles of inclusion in our unit content and your own experiences!

# data[].attributes.attachment_link.title
Recording a plagiarism incident (eLA) July 2016

# data[].attributes.body
More detailed info available here
Helps students to reflect & clarifies good performance

· Have I included in-text comments (roughly one per paragraph - detailed marking only) that guide and support students?

· Is there a balance of content based comments (analysis, debate etc) and academic comments (writing, referencing, etc)?

· Have I included comments that are constructive rather than highlighting deficiency?

Closes the gap

· Have I identified areas for improvement and provided explanations, examples or links to help students improve?

· Have I avoided unclear responses that I might later need to clarify (e.g. stand-alone question marks, short statements such as “what do you mean?”, “this needs work”, etc.)?

Motivates students

· Have I highlighted things that the student has done well, acknowledging what has been achieved?

· Have I provided encouragement and support for future assessments?

# data[].attributes.body
Here is a link to the updated version of the curriculum referencing document. These are the ideals, however remember the key is that they are attempting to reference these documents - perfecting this takes time!

# data[].attributes.body
When marking please note that we have shared with the students that
References and citations are permitted in the introduction for the A2 report

# data[].attributes.headline
Brainstorm style LIVE collaborate slides

# data[].attributes.subject
Brainstorm style LIVE collaborate slides

# data[].attributes.attachment_link.title
EDU30005_ Ass 2 LIVE Collab brainstorm format

# data[].attributes.body
Please email any student who has not submitted (and  make sure you've recorded all extensions in our gradecentre 'notes' column).  You're welcome to copy/paste or edit this:
------------------
Hello there :),

I notice that you’ve not submitted Assessment 2.  This can happen for all sorts of reasons; I do hope you’re OK!  If you’ve fallen behind, it may still be worth submitting; please get in touch with me.

Please let me know if you believe that you’ve received this email in error (ie you did submit your assignment or you applied for an extension, or you’ve already withdrawn from the unit).

Warm regards,

...... :)

# data[].attributes.body
According to the new 'rule', students need to have acted on feedback previously given... the higher the original mark, the less material likely to have been changed.  Basically, we're going for an educative response for first 'offenders'.  If they've self-plagiarised, let them know about the new rule and provide a gentle warning that similar levels of self-plagiarism for A2 or A3 may warrant lodgement of a plagiarism case.

# data[].attributes.attachment_link.title
EDU30005_ Ass 2 LIVE Q and A format collab slides

# data[].attributes.body
Q - I'm just wondering with the first part of the report would it be okay to do the introduction in a paragraph and then use dot points to identify major characteristics and symptoms?
Is it also okay to use headings in our report?

A - YES!!! You will need to use headings as this is a requirement of a report. Please do use subheadings and dot points as best suits throughout your report!

I am sure that you will be scrambling to fit all your important information in your report. Please do make use of dot points wherever suits!

Eg. You may present the common themes that your additional need impacts in your introduction eg. communication, mobility, peer interaction, sustained activity etc.

You might then make use of dot points or a table and send your reader information in an appendix to give more detail - remember that an appendix may be your very best friend as it does not contribute to the wordcount!

# data[].attributes.headline
Arranging learning groups in gradecentre

# data[].attributes.subject
Arranging learning groups in gradecentre

# data[].attributes.body
Thanks Tess for sharing your tip with us!

- VIEW and click on FILTERS then click on SECTIONS

- a SECTIONS box will come up and you can click on your group.

# data[].attributes.headline
A2 in-text marking comments - these are some I have saved up. Use if they are helpful! :) 

# data[].attributes.subject
A2 in-text marking comments - these are some I have saved up. Use if they are helpful! :) 