ASSESSMENT TASK INFORMATION: EUB301

Assessment 1 – Reflective Journal

This document provides you with information about the requirements for your assessment. Detailed
instructions and resources are included for completing the task. The Criterion Reference Assessment (CRA)
Rubric that markers use to grade the assessment task is included.

Task overview
Assessment name Reflective Journal

Task description You are required to compile an illustrated digital journal that records how your ideas
about performing arts education are informed by your attendance in practical
workshops, curriculum documents and your engagement with required and additional
readings and course content for the teaching of performing arts. Sway, Spark or Weebly
are recommended for your digital journal.

Using your experiences of performing arts practices, readings, and curriculum

documents you are to focus your journal on a performing arts learning sequence plan of
four learning episodes aimed at early childhood aged education (four outlined in an
overview table, two in detail). Your sequence must combine two of the three
performing arts strands (Dance, Drama, Music). The length of time for each episode is
flexible, but your ideas for the arts activities in each episode must be accurately
programmed for the time you have allocated and cater for student diversity.
Incorporate a current performance which children might attend and/or select examples
of recorded performances which children might view. Demonstrate links between the
performance/s and your learning sequence plan.
You are to include the EUB301 readings in your assignment, marks will be awarded for
the citation of unit and additional readings.

This is an authentic assessment because it introduces you to sequential planning in the

performing arts. Performing arts activities do not usually last for a single lesson so you
are able to understand how to connect different performing arts strands across an
extended time frame.

Due Date Friday 23rd April 2021 submitted in your Blackboard site by 11.59pm.

EUB301 - Assessment 1 Page 1 of 6

Task snapshot

Length A minimum of 2500 words. + 10%-word length. Word length does not include cover
page, assessment rubric, in-text referencing, reference list and appendices. Please note
that words beyond the maximum limit will not be read by the marker and therefore
will not be considered in the assessment result.

Weighting 60 %

Individual or Group Individual

Formative or Summative
Summative

How will I be assessed Rubric (HD – LF)

Learning outcomes 1. Demonstrate knowledge on how to link student information and the design of
measured learning experiences that cater for a diverse range of children (including those with a
disability) within Performing Arts. (Relates to CL0 1, 3; APST 1.1, 1.2, 1.3, 1.5, 1.6, 4.1)
2. Demonstrate knowledge of teaching and learning strategies, including the use of
ICTS, planning and resources that meet specified learning goals and curriculum
requirements for early childhood age children and the Performing Arts. (Relates to CLO
1,2)
3. Demonstrate an understanding of the application of literacy and numeracy within
the Performing Arts. (Relates to CLO 2)
4. Identify, select, and evaluate early childhood Performing Arts examples that provide
appropriate experiences and resources for encouraging young children to engage in
and develop an understanding of Performing Arts. (Relates to CLO 2, 6; APST 3.6, 4.1,
6.2)
5. Demonstrate written professional communication. (Relates to CLO 5)
The assessment relates directly to APSTs 1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.5, 2.6, 3.2,
3.3, 3.4, (please see https://www.aitsl.edu.au/teach/standards for further information
on these standards).

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Submission information

What you need to do 1. Participate in the practical workshops, and take video/photographic evidence of
activities in your workshop in which you participated
2. Do the weekly reading and online lecture, write the instructed response and post
that on the weekly padlet. These responses can be used as part of your writing
for this assignment.
3. Decide which digital platform to use, some of these will be found in HiQ
4. Read the curriculum and planning guides in the EUB301 blackboard site.
5. Use the checklist provided to guide your thinking. Include:
a. 50-word summary of each episode,
b. One content descriptor per arts strand
c. Two elaborations per arts strand
d. One cross-curriculum priority
e. One assessment strategy
6. Use the checklist and digital template to create a plan over four episodes.
7. Upload your completed assessment onto your digital platform.
8. Write a rationale that explains your planning sequence, and how your sequence
is inspired by the practical workshops in which you participated, and curriculum
documents. Ensure your assessment uses the EUB301 unit and additional
readings.
9. Construct a reference list. Save this as a PDF document and insert it into your
digital platform.
10. Save the work and copy the URL link into the assessment rubric.
11. Load a copy of your written assessment as a Word document into the blackboard
assignment portal, in assessment area of EUB301 blackboard unit site.

Resources available to  Sway, Spark, or Weebly, and other approved digital platforms, some of which are
complete task found in your QUT HiQ page.
 QUT cite|write – APA guide

What you need to One Microsoft Word document that contains the following items:
submit 1. Assessment – must include:
 unit code, unit name, semester and year, assignment title, student name,
student number, word count (if applicable)
 URL of your Sway, Spark, or Weebly or another approved digital platform
 A copy of your written assessment as a word document
 Permission to use student work – copyright form
 the following statement of authorship:
In submitting this work, I declare that, unless otherwise acknowledged, this work is
wholly, my own. I understand that my work may be submitted to Turnitin and
consent to this taking place.

Submission This assessment task must:

requirements 1. use QUT APA referencing for citing academic literature
2. be submitted in electronic format as a. Microsoft Word document via Turnitin
by following these steps:
a. Access the assessment folders, in the assessment area of EUB301
blackboard site

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 b. Follow the submission instructions

Moderation All staff who are assessing your work meet to discuss and compare their judgements
before marks or grades are finalised.

Academic Integrity
As a student of the QUT academic community, you are asked to work to uphold the principles of
academic integrity during your course of study. QUT sets expectations and responsibilities of students,
more specifically it states that students “adopt an ethical approach to academic work and assessment in
accordance with this policy and the Student Code of Conduct. E/2.1 (MOPP C/5.3 Academic Integrity).
At university, students are expected to demonstrate their own understanding and thinking using the
ideas provided by ‘others’ to support and inform their work, always making due acknowledgement to
the source. While we encourage peer learning, it is not appropriate to share assignments with other
students unless your assessment piece has been stated as being a group assignment. If you do share
your assignment with another student, and they copy part of or all of your assignment for their
submission, this is considered collusion and you may also be reported for academic misconduct. If you
are unsure and need further information you can find this at
http://www.mopp.qut.edu.au/C/C_05_03.jsp#C_05_03.03.mdoc.

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 EUB301 | Performing arts education| Reflective journal| Assignment 1 | Rubric Marks: 60
High Distinction Distinction Credit Pass Marginal Fail Fail Low Fail
Criteria
100 – 85% 84 – 75% 74 – 65% 64 – 50% 49 – 40% 39 – 25% 0 – 24%
Planning/sequencing: Your journal clearly describes Your journal describes a Your journal effectively Your journal very basically Your journal provides limited Your journal provides Your journal does not
Construct a a very high quality, quality, thoughtful describes an experience and describes an experience and description of an experience minimal description of describe experiences
performing arts thoughtful experience and experience and resources resources that provide good resources that provide and resources that support an experience and and resources that
learning sequence resources that genuinely and that creatively support support for children’s support for children’s children’s learning in the resources that support support children’s
and describe creatively support children’s children’s learning in the learning in the performing learning in the performing performing arts. Limited children’s learning in learning in the
resources that learning in the performing performing arts. arts. arts. examples are provided to the performing arts. performing arts.
provide appropriate arts. Mostly excellent examples Good examples are provided Satisfactory examples are link your experiences in Minimal examples are No examples are
experiences for Outstanding examples are are provided to link your to link your experiences in provided to link your performing arts workshops provided to link your provided to link your
encouraging children consistently provided to link experiences in performing performing arts workshops experiences in performing with your work as a teacher experiences in experiences in
to engage in and your experiences in arts workshops with your with your work as a teacher arts workshops with your of the performing arts. performing arts performing arts
develop an performing arts workshops work as a teacher of the of the performing arts. work as a teacher of the workshops with your workshops with your
understanding of the with your work as a teacher performing arts. performing arts. work as a teacher of the work as a teacher of
performing arts. of the performing arts. performing arts. the performing arts.
25 marks

Tutorial connections: Your journal provides an Your journal provides an Your journal provides a good Your journal describes the Your journal describes to a Your journal minimally Your journal does not
Demonstrate outstanding synthesis of the excellent synthesis of the description of the performing arts pedagogic limited standard the describes the describe the
connections between performing arts pedagogic performing arts pedagogic performing arts pedagogic approaches you observed performing arts pedagogic performing arts performing arts
student learning approaches you observed approaches you observed approaches you observed and participated in. approaches you observed pedagogic approaches pedagogic approaches
capacities and and participated in. and participated in. and participated in. A minimum of three tutorial and participated in. you observed and you observed and
tutorial activities in Outstanding descriptions of a Detailed descriptions of a A minimum of three tutorial activities from three Less than three tutorial participated in. participated in.
the design and minimum of three tutorial minimum of three tutorial activities from three different tutorials are activities from three Less than three tutorial No tutorial activities are
evaluation of a activities from three activities from three different tutorials are clearly outlined, reviewed, and different tutorials are activities from three outlined or reviewed.
learning experience, different tutorials are different tutorials are usually described and carefully sometimes adapted, with outlined, reviewed, and different tutorials are No consideration is
and teaching consistently adapted with adapted, with consideration reviewed, and adapted, with some consideration given to rarely adapted. outlined or reviewed, given to what
practices within the consideration given to what given to what constitutes good consideration given to what constitutes quality Limited consideration is and these are copied constitutes high quality
performing arts constitutes high quality high quality approaches to what constitutes high quality approaches to performing given to what constitutes rather than adapted. approaches to
approaches to performing performing arts education approaches to performing arts education and to your high quality approaches to Limited consideration is performing arts
25 marks arts education and to your and to your own practices in arts education and to your own practices in the future. performing arts education or given to what education or to your
own practices in the future. the future. own practices in the future. to your own practices in the constitutes high quality own practices in the
future. approaches to future.
performing arts
education or to your
own practices in the
future.

Curriculum: Your journal synthesizes Your journal makes clear Your journal brings together Your journal provides some Your journal provides limited Your journal provides No examples of
Describe teaching educational theory and connections between some good examples of examples of educational examples of educational minimal use of educational performing
and learning research in performing arts. educational theory and educational theory and theory and research in theory and research in examples of arts theory or research
strategies and plans 9 or more of the unit research in performing arts. research in performing arts. performing arts. performing arts. educational theory and are included.
that meet specified readings, and 3 or more of 7-8 of the unit readings and 5-6 of the unit readings and 3-4 of the unit readings are 2 of the unit readings are research in performing No unit readings are
learning goals and your own relevant selected 2 of your own relevant 1 of your own relevant quoted and referenced in quoted or referenced in the arts. quoted or referenced in
curriculum readings are quoted and selected readings are quoted selected readings are quoted the text. text. 1 of the unit readings is the text.
requirements for the referenced in the text. and referenced in the text. and referenced in the text. Some links are made Limited links are made to quoted or referenced in No links are made to
performing arts. Extremely strong links are Excellent links are made Links are made between between these ideas and curriculum documents. the text. curriculum documents.
made between the readings between the readings and these ideas and curriculum curriculum documents. Your journal does not Your journal does not
25 marks and curriculum documents. curriculum documents. documents. adequately incorporate the mention learning

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 High Distinction Distinction Credit Pass Marginal Fail Fail Low Fail
Criteria
100 – 85% 84 – 75% 74 – 65% 64 – 50% 49 – 40% 39 – 25% 0 – 24%
Your journal synthesizes high Your journal synthesizes Your journal incorporates Your journal incorporates literature, teaching and Minimal links are made strategies and
quality teaching and learning teaching and learning the literature, quality some literature, teaching learning strategies and to curriculum curriculum documents
strategies and curriculum strategies and curriculum teaching and learning and learning strategies and curriculum documents documents. relevant to performing
documents relevant to the documents relevant to the strategies and curriculum curriculum documents relevant to the performing Your journal makes arts in early childhood
performing arts in early performing arts in early documents relevant to the relevant to the performing arts in early childhood minimal mention of education.
childhood education. childhood education. performing arts in early arts in early childhood education. learning strategies and
CONTINUED… childhood education. education. curriculum documents CONTINUED OVER PAGE…
relevant to performing
arts in early childhood
education.

Communication: Your journal is dynamic and Your journal is creatively Your journal is clearly and Your journal presents a Your journal presents a Your journal contains Your journal contains
Demonstrate creatively presented, presented, usually delivering concisely presented, satisfactory message about limited message about minimal information no information about
acceptable standards consistently delivering a a powerful message. delivering a strong message performing arts planning. performing arts education. about performing arts performing arts
of communication high-quality and powerful You have demonstrated an about performing arts You have made some You have made limited education. education.
and professional message. ability to make good-quality education. language and aesthetic language and aesthetic You have made minimal You have not
responsibility and You have demonstrated an language and aesthetic You have demonstrated an layout choices to layout choices to choices to communicated your
provide evidence of ability to make sophisticated layout choices to ability to make thoughtfully communicate your learning communicate your learning communicate your learning about
attaining acceptable language and aesthetic communicate your learning considered language and about the performing arts. about performing arts learning about performing arts
standards of layout choices to about the performing arts aesthetic layout choices to You have used professional planning. performing arts planning.
academic, communicate your learning planning in a highly communicate your learning language and technologies. Your journal appears to be planning. Your journal shows no
professional, and about performing arts interesting and effective about performing arts You have satisfactory disorganised with limited Your journal shows professional language.
personal spoken and planning in a very way. planning in an appropriate academic standards, awareness of appropriate minimal professional Grammar, spelling, and
written English interesting, appropriate, You have used effective and effective way. You have although there are professional language or language or apparent punctuation is
language literacies distinctive, and effective professional academic used professional academic numerous spelling and apparent use of use of technologies. consistently weak.
relating to this unit. way. language and technologies. language and technologies. grammatical errors present. technologies. You show minimal use You do not use APA
You have used highly You have excellent academic You have good academic You have at times You frequently use of grammar, spelling conventions.
25 marks effective professional standards with few spelling standards with moderate documented with correct unconventional grammar, and punctuation.
academic language and or grammatical errors. spelling or grammatical use of APA conventions for spelling and punctuation. You do not appear to
technologies. You have usually errors. You have generally referencing. Your documentation is understand APA
You have outstanding documented with correct documented with correct inadequate; You do not conventions.
academic standards with no use of APA conventions for use of APA conventions for appear to understand APA
spelling or grammatical referencing. referencing. conventions.
errors.
You have consistently
documented with correct
use of APA conventions for
referencing.

Result:
Additional Feedback:

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