In the task you will be required to work collaboratively in your Learning Community Group (LCG) and use generative AI to produce a real-world STEM activity that integrates the STEM disciplines and incorporates a socioconstructivist pedagogy using an inquiry learning process.

This task has two components.

Part 1: 500-1000 word draft of the real-world STEM activity developed in collaboration with your LCG peers (word document) uploaded to Feedback Fruits for review and evaluation.
Part 2: 1500 word written reflection report submitted on Moodle for external marking.

AI Use

Within this assessment, the use of Gen AI agents is as follows: 

• Generate ideas and general structures.
• Editing and improving written content.
• Producing content for you to critique, adapt, and review.

You will be able to use AI tools such as ChatGPT, Copilot, Claude, elicit and others in an ethical and academically responsible manner.

In using AI, you must:

• Disclose your AI use in your text and in your reference list.
• Not submit AI‑generated content verbatim your work MUST be edited and personalised.
• Avoid and acknowledge any unethical AI use.
• Maintain responsibility for accuracy of any AI-generated information and uphold academic integrity.

From the AI Assessment scale tool this task is designed for AI use at Level 4.

You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals wile demonstrating your critical thinking.

Part 1- Draft STEM activity
Working collaboratively with your Learning Community Group (LCG) peers you will design a STEM activity for a year 5 or 6 class that integrates the STEM disciplines and engages students in a socioconstructivist pedagogy with an Inquiry Learning focus. Generative AI may support idea generation, research, editing and collaboration.

You will upload your draft STEM activity to Feedback Fruits for peer review and evaluation. 

The Part 1 Draft STEM activity can be between 500-1000 words and is worth 10 out of 45 marks for this task.

In Part 1, students are assessed on:

• the quality of their draft STEM activity; and,
• the quality of the reviews they provide to their LCG peers.

To ensure timely collaboration, all LCG members should commit to the agreed group timeline.

Feedback received in Part 1 will be used to complete Part 2.

Part 2 Written Reflection Report
You will submit a 1500 word written reflection report written in academic style using APA7 formatting and referencing for external examination. This report may be written in the first person.

This written reflection report of the STEM activity consists of two sections.

Section 1 (1000 words) Revised STEM activity.

A revised version of your Part 1 draft  real-world STEM activity, incorporating peer feedback and insights gained from reviewing your peers’ drafts.

Section 2 (500 words) Reflection

A reflection on your experience in completing this task, including your engagement with your LCG and your reviews of LCG peers’ drafts.

Part 2 (Sections 1 and 2 combined) must not exceed 1500 words and is worth 35 out of 45 marks. It is submitted on Moodle for external examination.

Task Submission

Please note: The 72-Hour grace period applies to Assessment Task 1

If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.

In this assessment, the student will be assessed on their:

• Understands and uses the Australian Curriculum to integrate the STEM disciplines and create a real-world STEM activity.
• Understands and uses socioconstructivist pedagogy and inquiry learning processes in a real-world STEM activity.
• Understands and uses AI ethically and responsibly in STEM teaching and learning.
• Demonstrates critical reflective practices that support your engagement in and understanding of STEM teaching and learning.
• Demonstrates professional engagement with LCG peers through the review processes and Learning Community Group collaboration.
• Written Reflection Report is written with clarity and coherence creating a narrative that follows an academic writing style that adheres to APA7 formatting and referencing procedures.

In this task, you will work collaboratively in your Learning Community Group (LCG) and use generative AI to design a STEM Unit of Work Project for a Year 5 or 6 class. The task consists of two components.

Part 1: STEM Unit of Work Project Presentation

Part 2: Written Reflection Report

Use of Generative AI

Generative AI may be used to:

• generate ideas and structural frameworks;
• edit and improve written content; and,
• produce material for critique, adaptation, and refinement.

You will be able to use AI tools such as ChatGPT, Copilot, Claude, elicit and others in an ethical and academically responsible manner.

In using AI, you must:

• Disclose your AI use in your text and in your reference list.
• Not submit AI‑generated content verbatim your work MUST be edited and personalised.
• Avoid and acknowledge any unethical AI use.
• Maintain responsibility for accuracy of any AI-generated information and uphold academic integrity.

From the AI Assessment scale tool this task is designed for AI use at Level 4.

You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals wile demonstrating your critical thinking.

Assessment Components

Part 1: STEM Unit of Work Project Presentation

Working collaboratively with your LCG peers, you will design a STEM unit of work for a Year 5 or 6 class that:

• integrates the STEM disciplines,
• is grounded in socioconstructivist pedagogy, and
• follows an inquiry learning approach.

Using presentation software (e.g. PowerPoint, Google Slides) you will record a 10‑minute video presentation, this is a simulation of you presenting your unit of work to an audience of professional colleagues.

Your video recorded presentation will be uploaded to Feedback Fruits for peer review and evaluation.

To ensure timely collaboration, all LCG members should commit to the agreed group timeline.

in Part 1, you are required to:

• review and evaluate the recorded presentations of your LCG peers; and,
• complete set criteria questions and rubric evaluation on Feedback Fruits.

In Part 1, you will be assessed on:

• the quality of your draft STEM unit of work project presentation; and,
• the quality of the reviews you provide to your LCG peers.

The Part 1 STEM unit of work project presentation is worth 10 out of 45 marks for this task. 

You will draw on both the feedback you give and receive in Part 1 to complete Part 2 of the task.

Part 2: Written Reflection Report (1500 words)

This report is written in academic style using APA7 formatting and referencing and consists of two sections. This report is report is submitted on Moodle for external examination.

Section 1 (1000 words): Reflection on the STEM Unit of Work Project

Using the transcript of your presentation as a reference point, write an academic reflection that:

• explains and refines your STEM unit of work;
• integrates LCG peer feedback received and given to support your insights; and,
• references relevant literature and the Australian Curriculum v9 (including strands, sub-strands, content descriptions, elaborations, and General Capabilities).

This section is not a verbatim transcript but a reflective, academically written response. First-person writing is permitted.

Section 2 (500 words): Personal Reflection

A personal reflection written in the first person that examines:

• your experience completing the task,
• your engagement with your LCG,
• your role in reviewing and evaluating peers’ work.

Part 2 (Sections 1 and 2 combined) is submitted on Moodle for external marking, must not exceed 1500 words and is worth 35 out of 45 marks.

Task Submission

Please note: The 72-Hour grace period applies to Assessment Task 2

If you need longer than 72 hours, you will still need to use the normal Assessment Extension System process.

In this assessment students will be assessed on:

• STEM unit of work project represents a project based Learning approach to a real world situation that engages students in a socioconstructivist learning pedagogy.
• STEM unit of work project is complete with references to literature and the  Australian Curriculum, including the General Capabilities.
• STEM unit of work project demonstrates understanding and inclusion of the STEM education practices meeting the needs of an inclusive and diverse range of students.
• Understands and uses AI ethically and responsibly in STEM teaching and learning.
• Demonstrates critical reflective practices that support your engagement in and understanding of STEM teaching and learning.
• Demonstrates professional engagement with LCG peers through review processes and Learning Community Group collaboration.
• Written Reflection Report is written with clarity and coherence creating a narrative that follows an academic writing style that adheres to APA7 formatting and referencing procedures.

Students will be evaluating each LCG members' commitment and the quality of their involvement to the LCG during the term on the SPA peer evaluation application.

Students will be required to give a grade of 0 - 5 for each group member based on 10 criteria questions given in the SPA questions. The questions involve quality of involvement and commitment to the Learning Community Group.

The total mark, given by the LCG members will be recalculated to a mark out of 10, students will not be disadvantaged if a LCG member withdraws from the course or fails to complete this assessment.

The final mark from SPA will be 10% of the student's final mark.

Task Submission

Please note: The 72-Hour grace period does not apply to Assessment Task 3.

No Assessment Criteria