ATPANC002PresentationTemplate.pptxATPANC002_AT3_W_TQB_v1 xATPGMA002_AT2_W_TQN_V1_2019 x
Hi, I need an oral presentation written about ancient Egyptians – religion and mythology. I have attached marking criteria and an example of what the PowerPoint should look like. I need a sсrіpt written and PowerPoint made along with an abstract to hand to teach all in the marking criteria. there should be 8 sources 4 primary and 4 secondaries make sure photos are also included. you also need to create a crossword to hand out after the presentation it must go for 10-15 minutes long. thank you
Hook – A slide designed to gain the audience’s interest
Quote
Image
Scenario
Famous person/story
Archaeological evidence
(Could use a primary source here to introduce the topic – in-text reference)
Introductory Slide – signpost the structure of the presentation
Present the hypothesis (topic and civilisation)
Outline the three (3) arguments you will use to support your hypothesis
Map
Include a map to show the location of the civilisation that you are presenting (in-text reference)
Historical Context
Provide a time frame and background
This section provides the audience with the background information they will need to understand your presentation
It can be more than one slide
You could provide a time line of events
This slide could include text with quotes and/or primary source images
This slide will need in text references
Argument 1 to support the hypothesis
This section expands and explains the first argument to support the hypothesis to the audience
It should include an outline of the significance of this point
It can be more than one slide
This slide could include text with quotes and/or primary source images
This slide will need in-text references
Argument 2 to support the hypothesis
This section expands and explains the second argument to support the hypothesis to the audience
It should include an outline of the significance of this point
It can be more than one slide
This slide could include text with quotes and/or primary source images
This slide will need in-text references
Argument 3 to support the hypothesis
This section expands and explains the third argument to support the hypothesis to the audience
It should include an outline of the significance of this point
It can be more than one slide
This slide could include text with quotes and/or primary source images
This slide will need in-text references
Conclusion
Brings everything together to support the hypothesis
Restate the hypothesis
Recap the main arguments
Provide a concluding comment – this could include a quote (if it does it will need an in-text reference)
Reference List
Harvard style
Alphabetical order
Minimum of 8 sources – 3 of which are primary sources
All sources must be cited the PowerPoint and Script
One list including both source information and images
S tudent Name |
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Student Number |
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U nit Code/s & Name/s |
ATPANC002 – Analyse ancient and classical civilisations |
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Assessment Type |
☐ Case Study ☐ Assignment ☐ Project ☒ Other Oral Presentation |
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Assessment Name |
Seminar Presentaton |
Assessment Task No . |
AT3 (3 of 3) |
Assessment Due Date |
Week 8 |
Date submitted |
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Assessor Name |
Michelle Armbrust |
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Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature. |
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Student Signature |
Date | ||
PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law. |
Instructions to Student |
General Instructions: INDIVIDUAL ORAL PRESENTATION TASK 1. Select ONE topic and ONE civilisation from the lists provided OR another topic and civilisation with the approval of your teacher. 2. Research the chosen topic from a variety of sources both Primary and Secondary. 3. A minimum of 8 credible sources, of which at least 3 must be primary sources. 4. Develop an appropriate thesis and discuss this with your teacher. 5. Prepare a well-structured seminar presentation of 10-15 minutes duration. 6. In the introduction, provide a time frame and a brief historical context for the chosen civilisation. 7. Submit a summary of your speech and a Reference List using the correct Harvard style with this template attached, before the presentation. 8. The summary may be in point form. 9. Use visual aids; primary sources must be utilised and referenced within any electronic presentations. Do the same for other sources 10. It is necessary that the relevance of any sources is discussed during the course of the speech. 11. The audience will be encouraged to participate. Presenter should prepare a simple task sheet, such as a ‘fill-in the blanks’, a simple crossword, a wordsearch or other suitable activity. Conditions: Two weeks class and independent time Class use of resources Information / Materials provided: Access to a range of materials – text and audio visual – within the TAFE Queensland Library Assessment Criteria: To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the following key skills/tasks/knowledge to an acceptable industry standard: Knowledge of the chosen topic The presenting of primary and secondary sources of academically credible data and information – a minimum of eight including three primary sources – clearly cited within the presentation Making reference to the validity of sources used Preparation of visual aids to support the presentation The ability to summarise the purpose and main arguments of the presentation in a written abstract Delivery of a well-structured seminar presentation of 10-15 minutes duration using the techniques of academic speech presentations A word processed and accurate Harvard reference list Number of Attempts: You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules. |
Submission details |
Insert your details on page 1 and sign the Student Declaration. Include this template with your submission. Due date: In class, week 8 All paperwork – summarised word processed abstract, Harvard reference list, this completed template/task sheet – is to be handed to the assessor before the seminar presentations begin. |
Instructions for the Assessor |
Students are to be provided with access to relevant workbooks, books, DVDS and internet resources |
Note to Student |
An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide. |
Assessment criteria / benchmarks The evidence submitted demonstrates that the student satisfactorily: |
Attempt 1 |
Attempt 2 |
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1. Selection of topic and civilisation has been approved by teacher |
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2. Used a variety of materials including books, articles, electronic databases including the internet, non-literary sources |
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3. Provided a time frame for the chosen civilisation/topic |
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4. Drew conclusions from a variety of contextual and non-literary materials |
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5. Created a title page with the required details for attachment to submission of necessary paperwork |
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6. Constructed a coherent historial argument |
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7. Summarised speech content: thesis, reasons, key evidence |
8. Wrote an accurate reference list using a recognised referencing system such as APA or Harvard |
9. Used an electronic presentation system such as PowerPoint or Prezi |
10. Prepared a script for oral delivery |
11. Used pace, intonation and emphasis to create and maintain interest |
Assessment Task
– Written
ATPANC002_AT3_W_TQGC_v1
ATPANC002_AT3_W_TQGC_v1
123 TMP E – Assessment Template – Written v1.3 Page 1 of 9
123 TMP E – Assessment Template – Written v1.3 Page 2 of 9
GRADED ASSESSMENT SHEET
Certificate IV in Adult Tertiary Preparation unit assessment grading
The Certificate IV in Adult Tertiary Preparation incorporates performance levels for all 10765NAT Certificate IV in Adult Tertiary Preparation units except ATPPRE001 Plan and prepare for study, which will continue to be assessed as ‘Competent’ or ‘Not yet competent’.
ATPANC002 – Evaluate ancient and classical civilisations
CRITERIA |
LEVEL OF PERFORMANCE |
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1 |
2 |
3 |
4 |
5 |
1. Knowledge Demonstrated depth and breadth of knowledge |
Demonstrates a basic understanding of key concepts and underpinning knowledge of the set task. Applies these understandings in task performance to a proficient level. · Satisfactorily demonstrates some accuracy in identifying historical individuals · Satisfactorily demonstrates some success in matching individuals with events and dates or historical periods and places · Satisfactorily demonstrates some success in identifying/locating primary and secondary sources from books, articles, electronic databases, including the internet and non-literary sources. · Satisfactorily demonstrates some details are extracted from these sources but these are not always relevant |
Demonstrates a high level of understanding of key concepts and underpinning knowledge of the set task. Applies these understandings in task performance to a high standard. · Effectively demonstrates some accuracy in identifying historical individuals · Effectively demonstrates some success in matching individuals with events and dates or historical periods and places · Effectively demonstrates some success in identifying/locating primary and secondary sources from books, articles, electronic databases, including the internet and non-literary sources, showing considerable relevance or variety · Effectively demonstrates that relevant details from these sources are extracted. |
Demonstrates a very high level of understanding of key concepts and underpinning knowledge of the set task. Applies these understandings in task performance to an excellent standard. · Highly effectively demonstrates few errors in identifying historical individuals · Highly effectively demonstrates few errors in matching individuals with events and dates or historical periods and places · Highly effectively demonstrates few errors in identifying/locating primary and secondary sources from books, articles, electronic databases, including the internet and non-literary sources, showing wide relevance and variety · Highly effectively demonstrates that details are consistently extracted from these sources. |
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2. Planning Problem solving skills including work organisation, planning and self-management. |
Applies sound planning and organisational skills to solve simple problems and complete the task to a proficient level. · Satisfactorily provides some analysis of research sources but not always with success in obtaining information. · Satisfactorily demonstrates an attempt to draw conclusions from a variety of contextual and non-literary materials, but not always consistently or from a limited range of materials · Satisfactorily demonstrates an attempt to evaluate research sources for usefulness, validity, and reliability with some success. · Effective in time management for completion of questions/tasks · Satisfactorily planned for design and structure of visual and other aids to accompany presentation |
Applies well developed planning and organisational skills to solve a variety of problems and complete the task to an advanced level. · Effectively provides some analysis of research sources, with considerable success in obtaining information. · Effectively demonstrates an attempt to draw conclusions from a variety of contextual and non-literary materials, almost consistently or from a reasonable range of materials. · Effectively demonstrates an attempt to evaluate research sources for usefulness, validity, and reliability. · Considerably effective in time management for completion of questions/tasks · Effectively uses an electronic visual form of communication as and when required · Effectively planned for design and structure of visual and other aids to accompany presentation |
Applies excellent planning and organisational skills to solve complex problems and complete the task to an exceptional level. · Highly effectively provides thorough analysis of research sources, with consistent success in obtaining information. · Highly effectively with an ability to draw conclusions consistently from a wide variety of contextual and non-literary materials. · Highly effectively demonstrates thorough consistent evaluation of research sources for usefulness, validity, and reliability. · Highly effective in time management for completion of questions/tasks · Highly effectibe in planning for design and structure of visual and other aids to accompany presentation |
3. Application Evidence of application and analysis skills related to knowledge, techniques and procedures |
Performs all related skills and processes to a satisfactory standard. · Satisfactorily demonstrates some accuracy in describing historical contexts in which concepts exist. · Satisfactorily demonstrates beginnings of constructing an obvious coherent historical argument. · Satisfactorily demonstrates an obvious effort to support an historical argument using evidence which is accurate and used in context with some success · Satisfactorily delivered oral presentation in a timely manner |
Performs all related skills and processes to a high standard. · Effectively demonstrates accuracy in describing historical contexts in which concepts exist. · Effectively demonstrates success in historical argument development and coherence · Effectively demonstrates an obvious effort to support an historical argument using evidence which is accurate and used in context with a moderate level of success. · Effectively delivered oral presentation in a timely manner |
Performs all related skills and processes to an excellent standard. · Highly effective in demonstrating few errors in describing historical contexts in which concepts exist. · Highly effective in demonstrating well-constructed and sustained historical argument. · Consistently and successfully demonstrates a well-supported historical argument using evidence which is accurate and used in context. · Highly effective in delivering oral presentation in a tinely manner |
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4. Communication Ability to select and use the appropriate level, style and means of communication. |
Demonstrates an ability to use a satisfactory range of communication skills appropriate to the audience and situation. Demonstrates a sound understanding and the correct use of academic language in the performance of the task. · Satisfactorily conveys ideas appropriate to audience and context. · Historical data satisfactorily presented in appropriate genre and medium. · Satisfactorily communicates sequentially and logically using academic style. · Satisfactorily demonstrates correct use of English grammar, punctuation and vocabulary choice. · Satisfactorily uses historical language conventions. · Satisfactorily uses a recognized referencing style. · Satisfactorily references sources in an oral presentation · Satisfactorily uses an electronic visual form of communication as and when required |
Demonstrates an ability to use effective communication skills appropriate to the audience and situation. Demonstrates a well-developed understanding and the effective use of academic language in the performance of the task. · Effectively conveys ideas appropriate to audience and context. · Historical data effectively presented in appropriate genre and medium. · Effectively communicates sequentially and logically using academic style. · Effectively demonstrates correct use of English grammar, punctuation and vocabulary choice. · Effectively uses historical language conventions. · Effectively uses a recognized referencing style. · Effectively references sources in an oral presentation · Effectively uses an electronic visual form of communication as and when required |
Demonstrates an ability to use excellent communication skills appropriate to the audience and situation. Demonstrates a sophisticated understanding and the correct use of academic language in the performance of the task. . · Highly effectively conveys ideas appropriate to audience and context. · Historical data highly effectively presented in appropriate genre and medium. · Highly effectively communicates sequentially and logically using academic style. · Highly effectively demonstrates correct use of English grammar, punctuation and vocabulary choice. · Highly effectively uses historical language conventions. · Highly effectively uses a recognized referencing style. · Highly effectively references sources in an oral presentation · Highly effectively uses an electronic visual form of communication as and when required |
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Teacher name:
Teacher signature: Student signature:
Date: Date:
DELIBERATELY KEPT BLANK
STUDENT NAME: ___________________________________________ DATE: ______________
TOPICS
CIVILISATIONS
Visual Arts
Ancient China
Architecture and housing
Ancient India
Science, technology & inventions
Ancient Japan
Trade and Industry
Ancient South-East Asia
Warfare
Ancient Australia
Law
Incas
A famous personality
Aztecs
Entertainment
Mayans
Education
North American Indians
Religion and Mythology
Ancient Egypt
Literature and philosophy
Ancient Mesopotamia
Slavery
Ancient Persia
Another topic chosen in consultation with teacher
Ancient Assyria
Hebrews
Ancient Greece
Ancient Rome
CHOSEN TOPIC: ____________________________________________________
CHOSEN CIVILISATION: ______________________________________________
THESIS:____________________________________________________________________________
___________________________________________________________________________________________
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Student Name |
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Student Number |
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Unit Code/s & Name/s |
ATPGMA002 Apply statistical and algebraic theory in real world contexts |
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Assessment Type |
☐ Case Study ☒ Assignment ☐ Project ☐ Other (specify) |
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Assessment Name |
Assignment |
Assessment Task No . |
AT2 |
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Assessment Due Date |
Week 8 |
Date submitted |
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Assessor Name |
Bruce Peterson |
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Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature. |
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Student Signature |
Date |
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PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law. |
Instructions to Student |
Number of Questions: 1 General Instructions: The student is required to answer the questions being sure to show all working. The assignment may be handwritten in blue or black pen or typed. A reference should be provided for question 1a. Information / Materials provided: Assignment task sheet Assessment Criteria: To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate the key skills/tasks/knowledge listed in the marking criteria to an acceptable industry standard. Number of Attempts: You will receive up to two (2) attempts at this assessment task. Should your 1st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task. For more information, refer to the Student Rules. |
Submission details |
Insert your details on page 1 and sign the Student Declaration. Include this template with your submission. This assignment should be submitted by the due date to your teacher in class. If you are absent from class, you may email the assignment to your teacher. |
Instructions for the Assessor |
This task is to be completed by the student outside of class time. |
Note to Student |
An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide. |
Assessment Task – Written |
ATPGMA402A_AT2_W_TQN_V2_2019 Ver.
1.1
(21/12/2015) Page 1 of 13
ATPGMA402A_AT2_W_TQN_V2_2019 Ver.
1.2
(31/05/2016) Page 3 of 13
☒ Assignment ☐ Project ☐ Case Study ☐ Portfolio ☐ Third Party Report (Workplace) ☐ Third Party Report (Peer) ☐ Other |
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Assignment |
AT2 |
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Week 8 |
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Assessor Feedback: ☐ Student provided with feedback |
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Attempt 1 |
Satisfactory ☐ |
Unsatisfactory ☐ |
/ / |
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Attempt 2 |
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Assessor Signature |
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Note to assessor: Please record below any reasonable adjustment that has occurred during this assessment e.g. written assessment given orally. |
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Assessment criteria / benchmarks The evidence submitted demonstrates that the student satisfactorily: |
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U |
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Performance evidence |
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P1 Apply mathematics to real world contexts may include · Writing a formula · Substituting into a formula · Transposing a formula · Demonstrating sequential steps |
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P2 Present solutions using correct terminology, language, conventions and technology may include · Correctly label linear graph · Correct terminology for equation of straight line · Use of calculator to substitute and solve equations · Explain solutions with reference to graphs, linear equations |
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Required Knowledge |
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K1 Basic algebra may include · Using linear equations · Substituding, rearranging and solving lineqr equations · Translating verbal statements into linear euqations · Representing verbal statements as linear graphs |
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K2 Linear graphs may include · Drawing graphs including choice of scale, labelling · Expressing written information as linear graphs · Reading and interpreting linear graphs · Determining equations of linear graphs · Drawing conclusions from linear graphs/equations · Interpolating/extrapolating using graphs |
Assessment Marking Criteria |
Graphing is a tool used to summarize and analyze a variety of statistical, financial and mathematical relationships.
Question 1
: (P1, P2, K1, K2)
Daisy has a busy social and work life and uses her mobile phone to stay in contact. She is trying to compare mobile phone providers to find the most cost effective option for her.
Phones’R’Us offer a $40 per month plan. This includes 15
000 free SMS within Australia. For each SMS over 15 000, Phones’R’Us then charge a flat rate of 0.1 cents per SMS.
Text’4’Cheap charge 0.35 cents per SMS but have no monthly costs.
a) On the graph paper provided, on the same set of axes, draw graphs which show the monthly spend for Phones’R’Us and Text’$’Cheap for users who spend between 0 and 20 000 SMS’s per month. Hint: make the number of SMS and the monthly spend.
b) Equations in the form of can be used to represent these mobile phone plans.
(i) Write an equation to represent the Text’4’Cheap mobile phone plan.
(ii) Write two equations to represent the Phones’R’Us mobile phone plan. Hint, the first equation will be for and the second will be for
c) Daisy estimates she sends 15 000 SMS per month. Use the above equations to determine the monthly cost to Daisy for each provider. Which phone provided would you recommend and why?
d) Daisy loses her job. She now estimates she sends only 5 000 SMS per month. Would you recommend she switch providers? Why?
e) Daisy gets a new job and her boss asks her to write a recommendation for which phone provided to use. Write a short recommendation for Daisy to give her boss?
f) Daisy’s friend Lily has a plan with Phones’R’Us and has a bill of $48. How many SMS did she make?
g) Daisy’s frien Poppy has a plan with Text’4’Cheap. She can only afford to pay $25 per month. How many SMS should she limit herself to?
h) A new provider is to enter the market. They always promise to be cheaper than the competition. What pricing would you suggest they use?
END OF ASSESSMENT
Assessment Mapping |
Assessment 1 (Supervised Examination) |
Assessment 2 (Assignment) |
Assessment 3 (Supervised Examination) |
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Element 1. Apply mathematical reasoning and processes |
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1.1 |
Identify and select the mathematical procedures and technology required to make progress with the identified problem |
1-9 |
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1.2 |
Apply mathematical reasoning to the problem solving process to represent the problem mathetically and calculate a solution |
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1.3 |
Prove and interpret the solution in the context of the problem situation |
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Element 2. Organise and communicate results |
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2.1 |
Organise and rpresent statistical and algebraic information using mathematical language, conventions and technology appropriate to the audience and purpose |
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2.2 |
Explain mathematical reasoning and results using logical and sequenced ideas and information |
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P1 |
Applied mathematics in real world contexts to solve problems involving algebra, statistics and probability · Selected, substituted and transposed formulae · Used sequential steps in solving problems |
1,5, 6,7 , 8,9 |
1 |
1,2,3 ,4,5,6,7,8,9 |
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P2 |
Presented solutions using correct mathematical terminology, language, conventions and technology |
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Knowledge evidence |
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K1 |
Basic algebra
· Solving simple linear equations · Translation of verbal statements into mathematical relationships |
1,2,7,8,9 |
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K2 | Linear graphs |
2, 3,4,5,6,7,9 |
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K3 |
Basic probability |
4,5,8 |
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K4 |
Binomial probability |
6,7 | |||||||
K5 |
Normal distribution |
8,9 | |||||||
K6 |
Statistics including · Data collection and representation · Measure of central tendency and dispersion |
1,2,3 | |||||||
K7 |
Mathematical report formats and contents |
GRADED ASSESSMENT SHEET
Certificate IV in Adult Tertiary Preparation unit assessment grading
The Certificate IV in Adult Tertiary Preparation incorporates performance levels for all 10765NAT Certificate IV in Adult Tertiary Preparation units except ATPPRE001 Plan and prepare for study, which will continue to be assessed as ‘Competent’ or ‘Not yet competent’.
CRITERIA |
LEVEL OF PERFORMANCE |
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1 |
2 |
3 |
4 |
5 |
1. Knowledge Demonstrated depth and breadth of knowledge |
Demonstrates a basic understanding of key concepts and underpinning knowledge of the set task. Applies these understandings in task performance to a proficient level. Plans & prioritises work load to a proficient level on most occasions. |
Demonstrates a high level of understanding of key concepts and underpinning knowledge of the set task. Applies these understandings in task performance to a high standard. |
Demonstrates a very high level of understanding of key concepts and underpinning knowledge of the set task. Applies these understandings in task performance to an excellent standard. |
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1. Planning Problem solving skills including work organisation, planning and self-management. |
Applies sound planning and organisational skills to solve simple problems and complete the task to a proficient level. |
Applies well developed planning and organisational skills to solve a variety of problems and complete the task to an advanced level. |
Applies excellent planning and organisational skills to solve complex problems and complete the task to an exceptional level. |
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1. Application Evidence of application and analysis skills related to knowledge, techniques and procedures |
Performs all related skills and processes to a satisfactory standard. |
Performs all related skills and processes to a high standard. |
Performs all related skills and processes to an excellent standard. |
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1. Communication Ability to select and use the appropriate level, style and means of communication. |
Demonstrates an ability to use a satisfactory range of communication skills appropriate to the audience and situation. Demonstrates a sound understanding and the correct use of academic language in the performance of the task. |
Demonstrates an ability to use effective communication skills appropriate to the audience and situation. Demonstrates a well-developed understanding and the effective use of academic language in the performance of the task. |
Demonstrates an ability to use excellent communication skills appropriate to the audience and situation. Demonstrates a sophisticated understanding and the correct use of academic language in the performance of the task. . |
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Instructions: Once a student has completed all assessment for a unit of competence (except ATPPRE001) and been deemed satisfactory against all Performance Criteria, graded assessment of the unit is to be applied. To determine the final grade place one tick against the descriptor that best represents the level at which the student has performed for each of the four criteria listed in the rubric (columns 1,3,5). Columns 2 & 4 are to be used where a student’s performance is border-line between two descriptors. Add together the scores assigned to each tick from the top of the column (from 1-5) to find the total score to assign Pass, Credit or Honours as per the grading key in the bottom left hand corner. The graded assessment sheet will be applied to all 10765NAT Certificate IV in Adult Tertiary Preparation units except ATPPRE001 Plan and prepare for study. ATPPRE001 will be assessed as ‘Competent’ or ‘Not yet competent’ only. |