Nu551 Unit 9 Assignment For this assignment, you will develop and present an educational presentation in PowerPoint® with voice narration. The audience is a community group of adults. You will demonstrate collaborative and caring relationships with clients, their families, and caregivers, through effective teaching about clients’ physiological and pathophysiological states of rheumatoid arthritis and osteoarthritis. You will have 12 slides total including the content slides. You may use the bolded words in the outline as titles for your slides. The outline of the criterion is below. You are to compare and contrast osteoarthritis and rheumatoid arthritis with regards to background and an effective patient teaching plan in this presentation. · 1 Title slide. Title your presentation. Include your name. Add your pic if you like. · 1 slide. Introduction: musculoskeletal system. Address the structure and function. Include the purpose of the presentation. “Learning about rheumatoid arthritis and osteoarthritis” · 6 slides. Compare and contrast the two disorders on the same slide for each of the 6 topics. Use the slide layout that best demonstrates comparison viewing. · Definition; RA vs OA · Pathophysiology; RA vs OA · Epidemiology; RA vs OA · Clinical manifestations; RA vs OA · Diagnostic Evaluation; RA vs OA · Treatment Options; RA vs OA These slides should have a few key features addressed of both conditions on one slide to effectively compare and contrast. · 1 slide. Address the importance of compassion in relationships with the provider and patient/ family / caregiver impacted by these conditions. · 1 slide. Address the importance of collaboration in relationships with the provider and patient/ family / caregiver impacted by these conditions. · 1 slide. Provide 5-6 effective summary of teaching points as a conclusion regarding the clients’ physiological and pathophysiological states for these conditions. Teaching points to be developed so that they may apply to both conditions. · 1 slide. Provide references (5). Narration Guidelines: · Maintain a professional tone by summarizing observations and evaluations for each slide. · Ensure that your presentation is highly ordered, logical, and unified. · Words should be clearly enunciated and professional tone should be sustained throughout the presentation narration. · Audio recording should be free of background noise and interruptions. · Each slide narration should be less than 1 minute, so please set a timer within your view. Assignment Requirements: Before finalizing your work, you should: · Ensure the PowerPoint requirements in the assignment directions are followed. Your presentation assignment should: · Introduction and conclusion slide · The overall order of information is clear and contributes to the meaning of the assignment · Strong attempt at APA formatting and correctly citing all references · Reference slide · May include speaker note content that is additional to the slide content. · Must include voice narration · Appropriate design applied · Smart art / elegant graphics · Appropriate picture/s · Slides are not wordy · Five or more peer-reviewed references · 12 slides total

READING: Chapter 3: The Brain: A Developmental Ecological Perspective (Haight, Taylor, & Soffer-Elnekave 2020) Module 2’s reading from Haight, Taylor, & Soffer-Elnekave (2020) explores how the brain’s structure and function influence human behavior, with implications for trauma, development, and emotional regulation. As future social workers, understanding these biological underpinnings helps us better assess and intervene with clients across diverse settings. Initial Post (Due 5/31): In 250–300 words, respond to the following: Identify and explain one concept from Chapter 3 (ex: neuroplasticity, the role of the amygdala, executive functioning, brain development, stress response systems) that you found especially important or surprising. Provide an example of how this concept could influence your practice with a specific population (any population of interest). Reflect on how this knowledge might shape your understanding of a client’s behavior. Cite and reference at least one scholarly source.

Assignment Instructions For this assignment: Analyze the development of your chosen policy. Analyze the historical background that led to the development of the policy. Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals. Evaluate the effectiveness of the policy with respect to the target population. Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population? To what extent does the policy meet or improve the social values of the target population? To what extent does the policy adhere to best practice ethics and best practice standards? If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well. Evaluate the feasibility of the policy. Is the policy politically, economically, and administratively feasible? Provide details and rationale. Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population. Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population? Guidelines Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature. Review the Policy Analysis rubric for information on how your work will be graded. Review the feedback you received for the previous assignments to improve the quality of your submission. Further feedback from this assignment will help you improve your work for the final Policy Analysis and Recommendations assignment. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Cited resources: A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years. Length of paper: 5–7 typed, double-spaced pages. Font and font size: Times New Roman, 12 point. Due date: Assignment must be submitted to your instructor in the courseroom no later than Sunday, 11:59 p.m. CST, this week.

Kaplan Business School Assessment Outline Assessment 3 Information Field Details Subject Code DATA6000 Subject Name Capstone: Industry Case Studies Assessment Title Project Report Assessment Type Individual Report and Pitch Assessment Length 2000 Words (+/-10%) Weighting 35% Report / 15% Pitch Total Marks 50 Submission Turnitin and in class Due Date In class and Friday Week 12 Your Task Develop and execute an analytics project that must include predictive analytics and/or forecasting. Describe your project work addressing all feedback received in a report. Pitch your work convincingly in 3 minutes. Assessment Description To synthesise your learnings from the Business Analytics course into a report, you need to undertake an analytics project and prepare an industry research report. Objective: Your objective is to develop a solution that must: Outline an industry business problem with a question that can be addressed through data analytics. Apply descriptive and predictive analytics techniques to the business problem. Provide recommendations addressing the business problem using data visualisations and outputs. Communicate these recommendations to a diverse audience of analytics and business professionals. This assessment aims to achieve the following subject learning outcomes: LO2: Employ the techniques covered throughout this course as they relate to contemporary client data and technology. LO3: Analyse the financial, ethical and environmental considerations related to data analytics and technology. LO4: Integrate advanced and innovative data-driven technologies for an industry project. Tasks You are required to develop an analytics model and upload this model to the file dropbox. You are required to produce a report and upload it to Turnitin. In your report, please follow the below structure. The words per section are only a suggestion. 1. Executive Summary (100 words) Summary of the business problem and data-driven recommendations. 2. Industry Problem (300 words) Provide industry background. Outline a contemporary business problem in this industry. Justify why solving this problem is important to the industry. Formulate a question based on the problem that is solved in this project. Justify how data can be used to provide actionable insights and solutions. Reflect on how the availability of data affected the business problem you eventually chose to address. 3. Data Processing and Management (400 words) Describe the data source and its relevance. Outline the applicability of descriptive and predictive analytics techniques to this data in the context of the business problem. Briefly describe how the data was cleansed, prepared, and mined (provide one supporting file to demonstrate this process). 4. Data Analytics Methodology (400 words) Describe the data analytics methodology and your rationale for choosing it. Provide an Appendix with additional detail on the methodology. 5. Visualisation and Evaluation of Results (300 words) Visualise descriptive and predictive analytics insights. Evaluate the significance of the visuals for addressing the business problem. Reflect on the efficacy of the techniques/software used. 6. Recommendations (400 words) Provide recommendations to address the business problem with reference to data visualisations and outputs. Effectively communicate the data insights to a diverse audience. Reflect on the limitations of the data and analytics technique. Evaluate the role of data analytics in addressing this business problem. Suggest further data analytics techniques, technologies and plans that may address the future business problem. 7. Data Ethics and Security (100 words) Outline the privacy, legal, security and ethical considerations relevant to the data analysis. Reflect on the accuracy and transparency of your visualisations. Recommend how data ethics needs to be considered if using further analytics technologies and data to address this business problem. 8. Elevator Pitch (3 Minutes) Prepare a 3-minute presentation pitching your project. Approach this task as if you are seeking funding and have just met an investor in the elevator. Assessment Instructions Your report should be submitted in Word Document or PDF format and be approximately 2,000 words in length, excluding references and appendices. Report Format: Your submission should be a well-structured report that includes: An executive summary. A detailed solution and interpretation. Analysis of the problem-solving approach. Ethical considerations. Visual Aids: Integrate diagrams and flowcharts to illustrate your solution and the data flow within the network. References: Support your analysis with at least ten academic references. Process Documentation: Document your thought process and decision-making journey from the initial design to the final recommendations. Please refer to the assessment marking guide to help you complete all the assessment criteria. Submit your written report via Turnitin as a .docx file. Important Study Information Academic Integrity and Conduct Policy https://www.kbs.edu.au/admissions/forms-and-policies KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy. Please read the policy to learn the answers to these questions: What is academic integrity and misconduct? What are the penalties for academic misconduct? How can I appeal my grade? Late Submission of Assignments Number of Days Late Penalty 1* – 9 days 5% per day for each calendar day late deducted from the total marks available. 10 – 14 days 50% deducted from the total marks available. After 14 days Assignments submitted more than 14 calendar days after the due date will not be accepted and the student will receive a mark of zero for the assignment(s) unless special consideration, reasonable adjustment or an alternative factor related to compassionate circumstances is approved and applied. Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty. Length Limits for Assessments Penalties may be applied for assessment submissions that exceed prescribed limits. Study Assistance Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Further details can be accessed at https://elearning.kbs.edu.au/course/view.php?id=1481 Generative AI Traffic Lights Traffic Light Amount of Generative AI Usage Evidence Required This Assessment Level 1 – Prohibited No GenerativeAI allowed. This assessment showcases your individual knowledge, skills and/or personal experiences in the absence of Generative AI support. The use of generative AI is prohibited for this assessment and may potentially result in penalties for academic misconduct, including but not

Assessment 2 Description Assessment 2: Case study Assessment Description Weighting: 2,000 words (50%) For Assessment 2, you are required to analyze the dataset provided here (Telework data for Assessment 2 (S1 2026)-1-1.xlsx Download Telework data for Assessment 2 (S1 2026)-1-1.xlsx; Telework data for Assessment 2 (S1 2026)-1-1.sav Download Telework data for Assessment 2 (S1 2026)-1-1.sav) and write a research report that addresses the following questions embedded in the case study below. The data can be accessed from the course site.  Case study: Does working from home work? James Smith is the HR director of Atrip, a travel agency with 90 call centre employees. In order to reduce office rental costs, he has recently implemented a HR policy that allows the call center staff to work from home (i.e., telecommuting). However, he is not sure about how allowing employees to work from home would impact employees’ productivity. In view of this uncertainty, James would like to conduct survey-based research among all the home workers to ascertain the impact of a telework-related job characteristic (i.e., work autonomy, organizational support and work flexibility) on employee productivity. Peter Winterton is a research analyst from a large business consulting firm. He is hired by James to carry out the above-mentioned survey research. In James’ conversation with Peter, he raised several points. “Peter, I am a strong supporter of telecommuting for call centre staff. I must show my boss that this remote work arrangement has made positive impact in terms of improving employees’ productivity. So, can you provide research findings that support this position?” “Peter, we are in a hurry. We need your research report completed in two days.” “The call center manager is also interested in how his subordinates responded to this survey. Can you share the raw survey data with him?” “We are interested in how our competitors will react. Have you ever done research for them?” Your task is to write a research report based on the survey data that addresses the following: For each of the statements made by James Smith (see the four dot points above); Identify the ethical issues that Peter needs to consider in his response Use the ethical principles introduced in the course to explain these issues and why they are important. Conduct a regression analysis to see which variables (including work autonomy, organizational support and work flexibility) can significantly predict employee work motivation. Explain this finding with theory or academic literature. Conduct a regression analysis to detect which variables (including work autonomy, organizational support, work flexibility and employee work motivation) can significantly predict employee productivity. Explain this finding with theory or academic literature. Based on regression results from the previous two questions, calculate the indirect effect of work autonomy (predictor) on employee productivity (outcome) through employee work motivation (mediator). Explain this indirect effect with theory or academic literature. (Tips: Please follow the 4-step procedure here to calculate the indirect effect: How to test indirect effects Download How to test indirect effects) Make research-based recommendations for improving the productivity of these home workers. Your report should be structured in the following manner: Title Table of contents Executive summary This is normally completed after the body of the report has been written. It is a short overview of the entire report, including the title of the report, the major issues addressed by HR analytics in the current report, a summary of the findings and recommendations Introduction Introduce the HR issues that will be discussed in the report. Discuss the ethical issues embedded in the four statements made by James Smith Analyse the key data, present and interpret your resu lts from the data analyses Propose recommendations Make appropriate recommendations Provide justifications for recommendations Conclusion References: You need to use at least EIGHT academic references from reliable sources. Use APA referencing conventions to cite any external sources used.

SRT159 – Construction Projects 1 School of Architecture and Built Environment Trimester 1 – 2026 SRT159 Assessment Task 3: Individual Building Process Portfolio Key information Assessment type Portfolio, Report and Oral Presentation Team or individual task Individual Due date • Thursday, May 21 at 8 PM (AEDT), Week 11 of Trimester 1 (through unit site) • Presentation will be during lecture and seminar times in Week 11 Percentage of final grade 40% Word count • 1800 Words for report (excluding references and appendices) • 10 Minute Maximum with no more than 10 slides for oral presentation • The portfolio characteristics will be discussed in classes and seminars Referencing style Author-Date (APA7) system Other key requirements As part of this assessment, you will need to: • Monitor 3 domestic construction sites • Progression report and creative portfolio, including illustrating residential dwelling scenario using visual tools (Digital or sketch) • Present your ppt slides during lecture and seminar times in Week 11 Submission format • PDF file for Portfolio • PDF file for Report • Oral Presentation Submission method Upload your assessment file(s) to the SRT159 CloudDeakin dropbox for AT3 Feedback Feedback, that may be general or individual, will be given in the seminar sessions and through the unit site in a timely manner. This feedback provides guidance on the strengths and weaknesses in your understanding of the Unit assessments and may be of value for future assessments. Assessment description This assessment involves documented observations of house construction, including photographs and hand-drawn sketches. It involves building a portfolio of work to demonstrate what you have learnt about building and construction regulatory information, gained through seminar activities, site visits, and practical application and presentation. PURPOSE OF ASSIGNMENT 3 The purpose of this assignment is to enable you to: Explain and interpret the compliance requirements and minimum standards for the construction of residential buildings, including the Building Code of Australia, Australian Standards, and other authority regulations. Interpret, analyse and use residential construction drawings Assessment instructions Students are required to complete the following: Identify a minimum of 3 domestic construction sites that they can monitor regularly for the duration of the trimester. Each site should be at a different stage of construction. E.g.: excavation and footings; framing; enclosure; fit out and finish, or the like. Make weekly summary notes on the activities undertaken on each site, including the methods of construction, the trades required, and processes undertaken. Take photographs of the construction stages/changes and develop sketches showing any key details. The portfolio can be a mixture of evidence that demonstrates your knowledge and applied learning, capturing work learnt in the unit. The portfolio will be represented in a report structure. In your presentation and report, you must be able to explain why you have chosen to build your model in a particular way and refer to the regulations and other sources you consulted. Format of assignment There are three tasks to this assignment. Task 1: Portfolio of work (12 Marks) – Submitted as a PDF Your portfolio includes a variety of work, including: Create a self-created, detailed visual illustration of a/part of a residential dwelling, which demonstrates and clarifies the relevant construction details in accordance with the compliance regulations/clauses, and a construction program to represent a profound detail for your work portfolio. Your own hand-drawn sketches, graphics and drawing snippets Snippets of important notes, specification notes and regulatory information. Digital option: The digital modelling software you choose will translate your portfolio design intent into a geometric model and architectural details aligned with your site experiences. Please note, this is a self-management activity utilising Deakin software platforms. Examples are Revit, AutoCAD, SketchUp and Adobe Express. Sketch option: You can develop your sketch where it is appropriate and improve it digitally. Task 2: Individual Report (20 Marks) – Submitted as a PDF The report should be a professional, around 1800-word document that includes two parts: 1-  An overview of your work portfolio, as noted in task 1, including either your digital creation or sketch in accordance with the compliance regulations/clauses, and a construction program with a critical element of the housing project (Model). Highlight the compliance details with the “Timber Framing Manual”/Australian Standards and other applicable regulations. Align it with a representation of your portfolio. 2-  The collective weekly monitor report of a minimum of 3 domestic construction sites for the duration of the trimester. Each site should be at a different stage of construction. The reports on the observed activities at each site include the construction methods, the trades required, and the processes undertaken. Include photographs and sketches representing the key details. Outline the key takeaways. https://www.deakin.edu.au/students/study-support/study-resources/academicskills/report-writing Task 3: ORAL PRESENTATION using a virtual application (8 Marks- 5+2-minutes) – to be presented at seminar or lecture Develop a narrated PowerPoint presentation of your portfolio. 5-minute maximum presentation Well-scripted, logical, which may show elements or portions of your portfolio. No more than 10 slides. Follow the cloud unit site for instructions ADDITIONAL INFORMATION Please see creating a portfolio here: https://deakin.libguides.com/creating-portfolios Detaled instructions for this assignment will be given in classes and at seminars. While the above provides a substantive summary of what is required of students, it remains the student’s responsibility to ensure that assignment submissions meet the requirements spelled out in face-to-face sessions. The main references used in SRT159 for this subject are: Numerous Australian standards used in Residential construction for low-rise buildings, for example, AS 1684 Residential Timber Framed Construction, Part 2: Non-cyclonic Areas Span Tables NCC Volume 11 VBA website Building Acts and Regulations Please use the library as a resource in sourcing these and other related materials. Developing a deep knowledge of the codes and practices used by the industry through familiarity with the resources made available by the library to prospective practitioners is recommended. This assignment, composed of ‘three tasks,’ is to be submitted during Week 11 for the report via CloudDeakin and presentation. The responsibility remains with each student to ensure they are fully familiar with the online submission process. If in doubt, make sure that you give yourself enough time to overcome problems that may prevent you from

Assessment Brief EDUC5003 Teaching and Learning Literacy and Numeracy in Context Task Summary Title Assessment 1: Literacy in Practice. Type & length Explanation, Analysis, and Teaching Plan: 2000 words. Due Date Week 3, 24/05/2026, 11.59 pm AEST Sunday. Weighting 50%. Academic Integrity GenAI May Be Used within the limits specified. Submission Completed template document submitted to Turnitin. Unit Learning Outcomes This assessment task maps to the following ULOs: explain a theory-based understanding and knowledge of the role of literacy and numeracy in education. analyse the literacy and numeracy demands upon students together with other available data to identify areas of individual need. develop teaching plans that embody literacy and numeracy focuses, incorporating the effective use of literacy and numeracy strategies and assessment tasks to inform teaching, as well as developing specific strategies for students who require additional support. evaluate the role of digital technologies for effective teaching with literacy and numeracy for all students including students with disability or additional learning needs. Task Rationale This section describes the purpose of the assessment task (the ‘why’). The purpose of the task is to develop both your understanding of the role of literacy in Australian education, and application of the analysis and teaching practices you will use to facilitate your students’ achievement of it. Scaffolded literacy development is an essential part of all learning across the curriculum, so this task is directly relevant to all areas of your future professional practice. Task Description This section provides a brief description of the assessment task (the ‘what’). You will present a theory-based explanation of the role of literacy learning within education, highlighting the importance of ensuring all students are supported across the curriculum to achieve the highest levels of literacy possible. Embodying this essential practice, you will analyse a student work sample and draw upon the Australian Curriculum (V9) General Capability: Literacy to determine the literacy levels evidenced (make sure you make reference to the Version 9 curriculum). Next, you will develop a literacy teaching plan to extend the literacy capabilities of a hypothetical group of students. Task Instructions This section provides step-by-step task instructions (the ‘how’). You will complete three components: an explanation, an analysis, and a teaching plan. These will be completed using the template provided and uploaded to TurnItIn as a single document. Part A: Explanation of the Role of Literacy Learning within Education (700 words ±10%) Why do we teach literacy? Explain the role of literacy learning within contemporary Australian education. Your explanation must: Be in written (paragraph) form. Be specific to your future teaching context (Primary / Secondary). Consistently integrate high-quality and relevant academic literature to support your explanation, including the unit’s key readings. Be clear and present specific points (avoid generalisations). Include discussion about the curriculum-wide relevance of literacy learning. Include discussion about how literacy capabilities are relevant both to students’ learning within school, and life beyond school. (Optionally) connect to the relevant Australian Professional Standards for Teachers. Part B: Analysis of Student Literacy Capabilities (700 words ±10%) How do we know our students’ literacy capabilities? Analyse the literacy capabilities evident within a student work sample. Your analysis must: Be in written (paragraph) form. Use the Australian Curriculum (V9) General Capability: Literacy to determine the student’s literacy levels. Explicitly identify the literacy Element(s) and Sub-element(s) that your analysis is focusing on (these should be the ones most relevant to the selected work sample). Explicitly identify the literacy Level(s) within the Sub-element(s) that are evidenced, and what part(s) of the sample evidence them. Identify both strengths and areas for future targeted teaching evident in the sample. Consistently integrate high-quality and relevant academic literature to support your discussion, including the unit’s key readings. Part C: Teaching Plan for Literacy (600 words ±10%) How do we develop our students’ literacy capabilities? Pretend that the student work sample analysed in Part B is representative of those produced by about a third of the students in your (hypothetical) class, and that these students have similar literacy needs to those of the student who produced the sample. For the purposes of this task, it can be assumed that these students also need support with all elements of their literacy; not just those elements that can be identified from the work sample. Present an outline for how specific literacy skills can be taught to this group of students within your hypothetical class. Your teaching plan must: Be completed in the table (see the template). Explicitly identify the Year Level that this teaching will be delivered to. Explicitly identify the Key Learning Area (e.g., English, Geography, PDH/PE, Science, etc.). Explicitly identify a Content Descriptor from within that Key Learning Area (code and statement). Succinctly explain the focus of the lesson (aligned to part / all of the Content Descriptor). Explicitly identify the Australian Curriculum (V9) General Capability: Literacy Element, Sub-element, and Level Statements that will be integrated within this learning (use a row for each different Element / Sub-element / Level Statement heading grouping). These must represent achievable challenges for your students. Explain the specific teaching and learning strategies that will be used to achieve the identified Literacy learning, within the larger Key Learning Area learning (focus on the literacy learning, but ensure it is clear how this fits within the larger learning experience). Include examples of specific foci (e.g., spelling, vocabulary, punctuation, grammar, expressive technique, etc.) and some use of teaching resources (e.g., model texts, scaffolds / templates, classroom wall charts, etc.). Explicitly identify opportunities for collaborative learning. Explain how the literacy learning can integrate pair, group, or whole class interactions that will boost learning and engagement. Explicitly identify digital technologies that can be used to enhance the literacy learning (noting that watching a video is not an example of meaningful digital technology use). Integrate high-quality and relevant academic literature to support your planning decisions, including the unit’s key readings. Formatting and style Use Arial or Calibri font and 1.5 line spacing – see SCU QuickGuides for formatting guidance. Referencing You may elect to integrate sources

Assessment Brief 1 EDUC3032 Classroom Management Unit Code and Title EDUC3032 Classroom Management Assessment Number Assessment 1 Assessment Type Written Classroom Management Plan Due Date Week 3, Sunday 24th May, 11:59pm (AEST) Grades Release Week 4, Sunday 31st May, 11:59pm (AEST) Weight 50% Length / Duration 1500 words Individual / Group Individual Unit Learning Outcomes (ULOs) This assessment evaluates your achievement of the following Unit Learning Outcomes: ULO 1, ULO 2, ULO4 Task Overview In this assessment, you will develop a professional Classroom Management Plan that connects observed classroom practice with institutional expectations, designed for a specific group of students. You will begin by selecting one of two videos, one set in a primary school context, and one set in a secondary school context. Links to both videos are provided in Step 4 of this task brief. Select the video that best reflects your teaching context. You will then carefully observe your chosen video and critically analyse the teacher’s strategies across seven focus areas, identifying what the teacher does, interpreting why, and considering its impact on students. Using this observational evidence alongside the supplied class scenario, you will design and evaluate a practical classroom management plan for your own teaching context. For each focus area, you must decide whether to adopt the observed strategy, adapt it for your context, or change it, and justify your decision by integrating relevant classroom management theory, institutional policy, and the needs of the students in your scenario. Your plan must demonstrate knowledge of relevant institutional policies and classroom management theory and explain how these inform and shape your behaviour management decisions and classroom practices. Your plan must demonstrate how observed practice, relevant classroom management theories, and institutional policy expectations, such as safety, inclusion, and wellbeing, inform a safe, predictable, and resilient learning environment. Rationale Developing the capacity to plan for effective classroom management is a critical professional skill for beginning teachers. This assessment provides an opportunity to analyse authentic classroom practice and apply key classroom management concepts to a realistic teaching scenario. By observing and interpreting strategies used in the classroom video, you will examine how teachers establish routines, communicate expectations, build positive relationships, and create safe and supportive learning environments that promote student engagement and wellbeing. The task requires you to connect theory, institutional policy, and observed practice to design a practical Classroom Management Plan for a diverse class context. Through this process, you will demonstrate your understanding of proactive behaviour management, inclusive practice, and the use of structured routines and strategies that support positive learning behaviours, developing the knowledge and skills addressed in the Unit Learning Outcomes. The scenario-based approach encourages you to consider how classroom management decisions must respond to the needs of all learners, including students requiring targeted or intensive support, and how proactive processes foster student engagement, self-regulation, and cooperation. The Classroom Management Plan you produce may also serve as a useful professional resource, supporting your development as a reflective practitioner and contributing to your future teaching portfolio. Resources To complete this task, you will need access to the following resources: Classroom video: Two classroom videos are provided in the links below. One set in a primary school context, and one set in a secondary school context. Select the video that best reflects your intended teaching context and watch it in full. Note timestamped examples for each focus area. Primary classroom video: Task 1 Primary Literacy Review.mp4 (sign in with your SCU account to access) Secondary classroom video: Task 1 Secondary Year 10 Geography.mp4 (sign in with your SCU account to access) Unit readings and lecture materials: These provide the classroom management theories and whole person approaches you will reference in your plan. Relevant education policy documents: For example, NSW Department of Education policies relating to behaviour, wellbeing, or inclusion. APA 7th edition referencing guide: Available through the SCU Library website. Instructions for Writing Your Classroom Management Plan Using the classroom video and the class scenario provided, write a professional Classroom Management Plan in continuous prose. Your plan must follow the seven focus area headings listed below. Do not use dot points or tables. Use academic writing conventions and APA 7th edition referencing throughout. Your Classroom Management Plan must be 1500 words (±10%), including a brief introduction and conclusion and excluding the reference list. Each focus area should be approximately 200 words. Step 1: Review the School and Class Context Before you begin planning, carefully review the school and class context. Your Classroom Management Plan must be designed for the class and students described below. Generic strategies that could apply to any classroom will not meet the required standard. You must specifically refer to Marcus and Lily where relevant across your plan. School Context You are a classroom teacher at a government school in NSW that implements a Positive Behaviour for Learning (PBL) framework, with the three core expectations: Be Safe, Be Respectful, Be a Learner. The school community is culturally and linguistically diverse and follows the NSW Department of Education’s policies related to student behaviour, wellbeing, and inclusion. Class Context – 25 Students Your class includes students from a range of cultural and linguistic backgrounds, with approximately one-third speaking a language other than English at home. The school draws from a low-to-mid socioeconomic area and participates in the Nationally Consistent Collection of Data (NCCD). Most students are settled and responsive to consistent routines, though five students require varying levels of additional support. Step 2: Review Focus Students and Multi-Tiered System of Support Levels Student Context – Focus Students For this assessment, you will focus on two students, Marcus and Lily, whose profiles are provided in the table below.   Student Multi-Tiered System of Supports (MTSS) Profile Marcus Tier 2 Marcus has difficulty sustaining attention during extended seated tasks. He frequently calls out, leaves his seat, and distracts nearby students. He is on a Tier 2 check-in/check-out (CICO) monitoring plan reviewed daily with his teacher. No diagnosis: parents are informed and supportive. Lily Tier 3 Lily has a diagnosis of autism spectrum

Group Assessment   Instructions Information Holmes Institute is committed to ensuring and upholding academic integrity. All assessments must comply with academic integrity guidelines. Important academic integrity breaches include plagiarism, collusion, copying, impersonation, contract cheating, data fabrication and falsification. Please learn about academic integrity and consult your teachers with any questions. Violating academic integrity is serious and punishable by penalties that range from deduction of marks, failure of the assessment task or unit involved, suspension of course enrolment, or cancellation of course enrolment. Format Instructions Assessments must be in MS Word format with no spacing, 11-pt Calibri font and at least 2cm margins on all four sides with appropriate section headings and page numbers. You must name your file with the Unit Code and Group Number (e.g. “HI5000 Group 4”). Check that you submit the correct document, as special consideration is not granted if you make a mistake. Student IDs need to be indicated on the cover page. Non-contributing students do not receive marks. Penalties All work must be submitted on Blackboard by the due date and time, along with a completed Assessment Cover Page. Late penalties apply. Reference sources must be cited in the text of the report and listed appropriately at the end in a reference list using Holmes Institute Adapted Harvard Referencing. Penalties are associated with incorrect citation and referencing.    Career exploration and discovery  The purpose of this assessment is to select five (5) journal articles related to the discipline of business and to learn from them with respect to your own career wishes and desires. Your job is to: identify issues, gather data, analyse  the forces at play in each of the five journal articles that is related to career development and recommend appropriate courses of action that will benefit your career.   How to proceed and write the Journal Article Review In this assessment the objective is to, “…build learner capacity to identify, gather, summarise and reference academic research papers related to the discipline of business.”    The way you can think about this is that you will be taking another person’s text and: understand it, summarize it, and write in your own words your opinion about that text and whether it impacts or is influential with respect to your career.    Keep in mind that YOUR opinion matters as much as does the author who wrote the text.  You are reviewing their work! They are not reviewing YOUR work!    10 Tips for Writing Holmes Institute Assignments and Score A++ grades in Australia   Now, how do you write this?   Step 1: Pick a Journal Article #1 (say 10 pages) that is about career development or the career you want to have when you graduate from Holmes. Step 2: To get an idea of what the topic is about, “look at the abstract”! Read it very carefully.  Step 3: WARNING! Don’t start writing until you are fully aware of what the journal article is about.  Step 4: Read through the article and extract and write a summary of the main points of the article. Write them on a separate piece of paper.  Step 5: Make certain that supporting facts to the main points are also summarized.  If you see words you do not understand just use your dictionary! Step 6: Read through the article AGAIN – you should really understand the article now.  Step 7: Go back to # 4 above and expand the summary of the main points that you have written – and any facts that were used to support them. BUT, this is a summary of the author’s arguments, thoughts and views – NOT YOURS! Repeat steps #1 to 7 using five different journal articles selected by the group.   Remember! Use short and simple sentences such as:  “The author thinks that there are strong career opportunities in XXXX.” “ He also thinks that there are not many opportunities in the banking industry.”   So, in summary short sentences not more than 10 words to a sentence!    OK, now you should understand what the article is about as you have summarized the main points and have created some paragraphs about the main points.    So, you can NOW start to express your main thoughts using this structure:   Title – keep it short and interesting, e.g. “Career opportunities in the IT industry in XXX” Citation, please use Holmes Institute adapted Harvard referencing   Section A: Journal Article #1 Journal Article #1: Introduction Use it to simply state the main points of the argument. If there are 4 main points, then simply speak about these in 4 short sentences – remember less than 10 words per sentence. So, in total it will be about 40 words. (Include reasons for your choice if the case) Summarize the main points of the article. Highlight reasons for choosing this article   Your opinion on Journal Article #1 Go back to #7 and use that expanded summary to discuss what your opinion is of the author’s ideas. This is YOUR opportunity to say what YOU THINK! Write in your own words, maximum of 10 words to a line and maximum of 4 sentences to a paragraph. Reflect on the author’s ideas in your own words. Keep sentences concise, not exceeding 10 words each. Limit each paragraph to a maximum of 4 sentences.   Critique of Journal Article #1 This is your chance to say what you think of what the author said. Is it reasonable or unreasonable? So, you could say, “The author is disappointed about banking employment. (7 words) But he does not offer evidence.”  (6 words). (Include identification of Unit issues in the chosen case) Evaluate the reasonableness of the author’s arguments. Provide concise critiques, not exceeding 10 words per sentence. Identify any issues with evidence or reasoning.   Impact on your career- Journal Article #1 Possible impact on your career of the discussion in the journal article  Discuss potential implications of the article on your career. Keep responses brief and to

HI6025 Group Assignment T1 2026 Group Assignment Assessment Details and Submission Guidelines Trimester T1 2026 Unit Code HI6025 Unit Title Accounting Theory and Current Issues Assessment Type Group Assignment Weight 40 % Word Limit 3000 words ± 500 words Please use “word count” and include the word count in the assignment cover page Submission Guidelines All work must be submitted on Blackboard by the due date along with a completed Assignment Cover Page. The assignment must be in MS Word format unless otherwise specified. Academic Integrity Information Holmes Institute is committed to ensuring and upholding academic integrity. All assessments must comply with academic integrity guidelines. Please learn about academic integrity and consult your teachers with any questions. Violating academic integrity is serious and punishable by penalties that range from deduction of marks, failure of the assessment task or unit involved, suspension of course enrolment, or cancellation of course enrolment. Penalties This assessment must be submitted on Blackboard by the due date and time, as late penalties apply (refer Student Handbook). Assessment submitted without a completed Assessment Cover Page will receive a twenty percent (20%) penalty. This assessment must be submitted in Microsoft Word format (unless otherwise explicitly specified in the assessment instructions). Submissions which breach this requirement will receive a twenty percent (20%) penalty. A twenty percent (20%) penalty will be imposed for all single student (solo) group assessment submissions. Assessments submitted to Blackboard via a Virtual Private Network will receive a fifty percent (50%) penalty. Assessment submitted to Blackboard via an overseas IP address is a direct breach of the Holmes’ Student Academic Conduct and Integrity Policy and will be reported for academic misconduct with associated penalties imposed. Reference sources must be cited in the text of the report and listed appropriately at the end in a reference list using Holmes Institute Adapted Harvard Referencing method. The use of an incorrect reference method, and/or missing/incorrect citations will receive a twenty percent (20%) penalty. For all other penalties, please refer to the Group Assessment Instructions listed on Blackboard. Group Assignment Guidelines and Specifications Choose a company listed on the Australian Stock Exchange (ASX) here: https://www.marketindex.com.au/asx-listed-companies and register your chosen company with your Lecturer (in your campus) in the class or via email by Week 9. No student can use the same company as another student, so register your company early. 10% will be deducted if your group did not register your chosen company with your Lecturer in your campus. Provide the following details if emailing your Tutor to register your company: Group Number Campus you are registered (Sydney/Melbourne/Brisbane/Gold Coast) The name of the company as your 1st choice, 2nd choice & 3rd choice. [If your 1st choice is taken, you will get your 2nd choice etc.] Part A: (25 marks) Executive Remuneration and Positive Accounting Theory Obtain the latest annual report of your group’s chosen company (2025 or 2024 only if 2025 isn’t available), and critically evaluate its executive remuneration structure using Positive Accounting Theory (PAT). Required: 1. Identification of Remuneration Structure (6 marks) Identify and clearly explain the key components of the executive remuneration package, including: Fixed remuneration (salary) Short-Term Incentives (STI) Long-Term Incentives (LTI) For each component, include any relevant performance measures (if applicable) (e.g., profit, EPS) used to determine payouts. Present your answer in a table format, with clear explanations for each component. All information must be supported with appropriate references to the company’s Remuneration Report. HI6025 Group Assignment T1 2026 2. Evaluation Using Positive Accounting Theory (14 marks) Using the identified remuneration structure in (1), critically evaluate how it may influence managerial behaviour by applying: Bonus Plan Hypothesis Debt Covenant Hypothesis Political Cost Hypothesis Students must: Support your answer using at least three (3) relevant academic journal articles. Link specific remuneration components (e.g., STI, LTI, performance targets) to each PAT hypothesis Explain how these incentives may lead to specific accounting choices or earnings management behaviour Support arguments with examples from the company’s Remuneration Report This is the core of the assignment — marks are awarded for critical analysis rather than description, and arguments must be supported with relevant academic literature. 3. Overall Evaluation, Conclusion and Recommendations (5 marks) Assess whether the remuneration structure: Aligns managers’ interests with shareholders Encourages or discourages opportunistic behaviour Based on your evaluation, propose two (2) recommendations to improve the remuneration structure. Recommendations should be realistic and supported by relevant academic literature. Answers that demonstrate such support will achieve higher marks. Additional Instructions for Part A: Students must explicitly link remuneration components to managerial incentives and accounting behaviour using Positive Accounting Theory. Use at least three academic journal articles in Q2. Students must use the most recent Annual Report. Your chosen journal articles must be published from year 2010 onwards. For academic journal articles, you can search online using Google Scholar (not Google) or access relevant Accounting and Auditing Journals via the ProQuest Database. Some journals can be accessed in ProQuest by clicking on the links below: Accounting, Auditing and Accountability Journal Journal of Applied Accounting Research The Accounting Review Journal of International Accounting Research HI6025 Group Assignment T1 2026 Log-in details in ProQuest Username: HOLMES2004; Password: PQLogin2025@ Accounting journals can also be accessed via the ProQuest Database link available via the Student Login page in the Holmes website. Search and read several articles before you select the article you will use here. The chosen articles must be referenced using the Holmes Adapted Harvard Referencing style, with the article’s hyperlink added to the reference list. Avoid using ChatGPT generated material and submit them as your assessment. Ensure your assessment submitted for marking are from reliable sources, properly referenced, and is your own work, not the output, or a copy from generative AI, such as ChatGPT. Part B: (12 marks) “Professional judgment plays a central role in the application of accounting standards in financial reporting.” Using your group’s allocated company listed on the ASX, critically discuss this statement with reference to any two (2) of the accounting standards discussed in class. Choose from the following: