UNSW Diplomas
DPGE1001, DPGE1002 & DPGE1003
Course Outline & Assessment Guide
Table of Contents
1. Staff 3
2. Course Information 3
2.1 Course summary 3
2.2 Course aims 4
2.3 Course learning outcomes (CLO) 4
2.4 Assessment tasks mapped to CLOs 5
3. Strategies and Approaches to Learning 6
3.1 Learning and teaching activities 6
3.2 Approaches to CAL lesson delivery 7
3.3 Expectations of students 8
4. Course Schedule and Structure 9
5. Assessment 10
5.1 Assessment overview 10
5.2 Academic honesty, plagiarism and misconduct 18
5.3 Responsible use of technology 18
5.4 Late submission guidelines 19
5.5 UNSW College education graduate capabilities 20
5.6 Assessment details 22
5.6.1 CAL 1 - Completion Tasks 22
5.6.2 CAL 1 - Assessment 1 Part 1: Critical Reading Seminar 25
5.6.3 CAL 1 - Assessment 1 Part 2: Seminar Presentation 27
5.6.4 CAL 1 - Assessment 2: Integrated Skills Test 28
5.6.5 CAL 2 - Completion Tasks 31
5.6.6 CAL 2 - Assessment 3 Part 1: Case Study 34
5.6.7 CAL 2 - Assessment 3 Part 2: Emergency Summit 35
5.6.8 CAL 3 - Completion Tasks 37
5.6.9 CAL 3 - Assessment 4 Part 1: Poster Presentation 38
5.6.10 CAL 3 - Assessment 4 Part 2: Information Report 39
5.6.11 File Naming Conventions 41
5.6.12 Building an Academic Portfolio 41

6. Appendices 42
6.1 Appendix 1: UNSW Assessment Policy 42
6.2 Appendix 2: CAL Assessment Criteria 43
6.3 Appendix 3: Exemplar A1 Part 1: Critical Reading Seminar Evidence Portfolio 1 44
6.4 Appendix 4: Exemplar A1 Part 2: Seminar Presentation Annotated Bibliography 46
6.5 Appendix 5: Exemplar A3 Part 1: Case Study 47
6.6 Appendix 6: Exemplar R2: Reflective Writing 48
6.7 Appendix 7: Exemplar A4 Part 2: Information Report 49

Page 3
1. Staff
Position Name Email
Course Convenor Sarah Han s.han@unswcollege.edu.au
Course Convenor Maro Alwan m.alwan@unswcollege.edu.au
Education Manager Maria Naidoo m.naidoo@unswcollege.edu.au
2. Course Information
Total units of credit: 6
CAL 1: 4
CAL 2: 1
CAL 3: 1
Pre-requisite(s): None
Total contact hours: 144
2.1 Course summary
This course is designed to equip you with the academic literacy and
communication skills you require to succeed in your tertiary studies. It is
intended for undergraduate students who have met the required IELTS score
for entry into the UNSW Diploma Program.
Course materials are based on topics and issues which reflect the variety of
disciplines you will go on to pursue as part of your future courses of study.
Authentic tertiary input and resources are used where appropriate to ensure
that learning activities are relevant and meaningful. The themes selected as
the context for the learning activities reflect broad topics which may be studied
from a variety of disciplinary perspectives. The focus includes macro-language
skills, discourse management and academic literacy skills. CAL encourages
collaborative and independent work with both peers and teacher to better
prepare you for the Australian university context.
You will engage in practical task-oriented activities and assessment tasks, and
are encouraged to analyse ideas, evaluate claims, and search for answers to
self-generated questions. A range of academic spoken and written text types
are addressed throughout the course. Some of these texts include: critical
reviews, reflections, summaries, reports, annotated bibliographies, short-
answer responses, tutorial discussions, presentations, simulations etc. The
course, equating to a total of 144 learning hours, is organised in a series of
skills-based modules and delivered in both a blended and fully online mode.
The spread of hours across the CAL course is: CAL 1 = 96 hours; CAL 2 = 24
hours; CAL 3 = 24 hours.
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2.2 Course aims
This course is characterised by a focus on tertiary orientation, academic
literacy, critical thinking, and learner autonomy. The study of advanced
functional language forms which promote textual coherence and cohesion at a
tertiary level are embedded. The aim of this course is to assist the process of
acculturation and promote broader engagement in campus life. It also aims to
foster a deeper understanding of how word choice, sentence structure, and the
organisation of ideas can affect clarity of expression and facilitate greater
communicative and academic competence. You learn to recognise and create
texts based on logical organisational patterns and identify expressions
commonly used in academic discourse to signal relationships between ideas.
There is a strong emphasis on reflection and the learning process. Learners are
encouraged to work collaboratively and to develop effective self-directed study
skills.
The objective of this course is to develop the skills involved in:
• understanding assignment task requisites and planning for future study
• brainstorming, developing and focusing relevant ideas
• demonstrating information and digital literacy
• evaluating academic sources and selecting useful information
• applying theoretical frameworks and synthesising material from
different sources
• thinking critically, presenting informed arguments, and referencing
sources
• planning and discussing research with peers and academic staff
• working collaboratively with others and fostering positive relationships
on campus.
2.3 Course learning outcomes (CLO)
At the successful completion of this course learners will be able to:
CLO1 use and produce non-discipline specific language required to
operate successfully within an Australian university setting;
CLO2 select, analyse, and evaluate information, ideas, and academic
sources;
CLO3 clearly express ideas, logically organise information, and effectively
incorporate evidence within written texts and spoken discourse;
CLO4 produce a range of complex written texts demonstrating genre
awareness and reflecting established academic conventions;
CLO5 engage proactively in tutorial style group discussions and deliver
oral presentations suitable for an academic audience within a
university context;
CLO6 communicate effectively with peers and university staff using a
variety of media in both academic and social domains;
CLO7 demonstrate a reflective and self-directed approach to learning and
proactively incorporate feedback.
Abbreviated CLOs A1:1 A1:2 A2 A3:1 A3:2 A4:1 A4:2 Q1 Q2 EP1 EP2 EP3 AB R1 R2 R3
CLO1: Use & produce language required to operate
successfully at an Australian university.                
CLO2: Select, analyse, and evaluate information,
ideas, & academic sources.        *        
CLO3: Clearly express ideas, organise information,
& incorporate evidence.                
CLO4: Produce written texts demonstrating
recognised academic conventions.        *      *  *
CLO5: Engage in group discussions & deliver oral
presentations.   * *   * * * *   *  * 
CLO6: Communicate with peers & university staff in
both academic & social domains.   *       *   *   
CLO7: Demonstrate a reflective & self-directed
approach to learning.   *             
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3. Strategies and Approaches to Learning
This course is delivered in a blended and online mode using a communicative
and interactive workshop style approach. The course will be delivered using a
workshop format, maximising opportunities to apply learning to your own
research context. You will also have group and individual consultations with
your teacher accompanied by independent learning tasks to address your
individual needs.
Learning
activities
Rationale Examples
Collaborative
learning
activities
Create an opportunity for learners
to mentor and actively learn from
each other; redirecting control
from teacher to learner.
Group work, peer
evaluation, think-pair-
share tasks
Critical thinking
activities
Expose ideas to challenge and
debate; developing analytical skills
and linking theory to practice.
Debates, case study
analyses, problem
solving scenarios
Reflective
learning and
decision-making
activities
Encourage learners to self-assess,
plan for future action, and select
preferred learning strategies.
Reflective journals,
Assessment for
Learning activities
3.1 Learning and teaching activities
Educational technologies are incorporated to provide flexibility and innovative
approaches to learning that reflect those typically encountered in UNSW degree
programs. Further support (e.g. consultations, workshops) is available for you
if you are deemed ‘at risk’. In such cases, you will receive regular formative
feedback to address individual needs in addition to summative feedback to
assess the achievement of Course Learning Outcomes.
Teaching and learning activities Examples
Self-directed
and
collaborative
Promote learner autonomy
and create an opportunity
for students to actively learn
from each other.
Group project work, pair
work, online / self-access,
discussion boards,
collaborative online tools
Analytical and
critical thinking
Expose ideas to challenge
and debate, develop
analytical skills and link
theory to practice.
Debates, case study analyses,
problem-solving / task-based,
research integrated
Reflective
learning and
decision-making
Encourage learners to self-
assess, select preferred
learning strategies, and plan
for future action.
Reflective writing, peer
mentoring, Assessment for
Learning, information sharing
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3.2 Approaches to CAL lesson delivery
Approaches Examples
1. Pre-class
input
An online pre-class event used to
orient you and bring you to an
‘analogous skills level’ before
commencement of the class.
• Promote reflective self-
assessment
• Learner-centred / needs driven
Background and
input reading and
listening requisites
Online tutorials -
videos and
presentations
2. Face-to-face
class
A ‘workshop style’ lesson
consisting of classroom events
where you can present / discuss
your previous work and receive
guidance from a learning
facilitator.
• Promote discussion, facilitate
understanding, and help to
establish a ‘community of
learning’
• Scaffold new learning, clarify
concepts, and facilitate deeper
analysis of course content
Teacher-directed
tutorials and
presentations
Peer-directed group
and pair work
activities
3. Online class A tutorial style, self-accessed
lesson where you view short
videos introducing lesson content
and introducing practice tasks for
student development. You also
have the opportunity to
collaborate online with your
teachers and peers for guidance
and support.
• Encourage efficient course
delivery and study habits
• Provide a collaborative and
communicative online space
for you to engage in
• Develop your digital literacy
skills
Online tutorials and
presentations
Online activities and
tasks
Online assessment
submissions and
feedback
Online consultations
and chats
4. Independent
activities
A suite of interactive e-lessons and
simulations utilising “online
application methods”.
• Promote practice, application of
new learning, self-assessment,
and peer-mentoring
• Engage you in the creation of
your own e-learning resources
Interactive e-
lessons including
online quizzes and
e-simulations (e.g.
Q&A session with
academic staff)
5. Consultation
and
feedback
Consultation / Q&A session
• Allow for individual / group
feedback and promote transfer
of learning
• Facilitate in-depth analysis and
evaluation
Individual / small
group meetings
Online platforms
facilitating criteria-
based feedback
(e.g. Turnitin)
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3.3 Expectations of students
You are expected to be an active participant in the learning process, and are
required to attend workshops (both in class and online), complete assessment
tasks, complete compulsory tasks, utilise Moodle as the chosen Learning
Management System, and satisfy all online component requirements. This
involves the use of video conferencing tools, email and discussion forums. You
are also expected to extend learning beyond the face-to-face and online
classroom in order to consolidate understanding and apply theory to practice.
In this course you are required to:
• critically evaluate original materials
• apply new learning to authentic contexts
• engage in self-directed study projects
• take part in analytical discussions
• clearly articulate informed opinions
• work both individually and collaboratively.
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4. Course Schedule and Structure
This course consists of 144 class contact hours and approximately 40 to 50
hours of self-directed study outside of regular class time. It is organised in
skill-based modules, each one designed to address and elaborate on the Course
Learning Outcomes. The following flipped-classroom approach is used to
acculturate learners, optimise the use of class time, and maximise student
engagement in the learning process.
CAL Course modules Skills focus
CAL 1
(96 hrs)
1. Developing an
academic style
Sections:
1) Communicating at university
2) Being a critical reader
2. Critical analysis
and expressing
ideas clearly
Sections:
1) Writing for university
2) Presenting and supporting claims
3. Incorporating
different
perspectives
Sections:
1) Referring to academic sources
2) Synthesising information from
multiple sources
CAL 2
(24 hrs)
4. Negotiating and
problem solving
Sections:
1) Developing credible arguments
2) Analysing problems and
evaluating responses
CAL 3
(24 hrs)
5. Joining a discourse
community
Sections:
1) Investigating your field of study
2) Reporting on research findings
Pre-class input
& investigation
F2F or ONLINE
classroom
activities
Independent
activities
Consultation &
feedback
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5. Assessment
5.1 Assessment overview
Assessment in the CAL course is designed to measure the achievement of
specified Course Learning Outcomes (CLOs). It involves the following
approaches.
• Providing a clear statement of CLOs and accurate information about
assessment events.
• Engaging students in learning activities designed to support the
achievement of CLOs.
• Scheduling regular ‘assessment for learning’ activities to allow students
to evaluate their progress and set meaningful learning goals.
• Conducting regular ‘assessment of learning’ activities to accurately
measure achievement of CLOs.
• Providing constructive, criterion-referenced, and timely feedback to
learners regarding their progress and achievement.
Please consult the appropriate CAL assessment schedule overleaf or on Moodle
Assessments Hub.
Page 11
Assessment Name Type Issue Date Weighting Aligned CLOs Due Date Feedback
Date
R1 Reflective Video Individual Week 1 1% CLO 1, 2, 3, 5, 6 & 7 Monday 9:00 in Week 3 Week 4
Q1
Listening Skills
Quiz
Individual Week 2 1% CLO 1, 3, 6 & 7 Monday 9:00 in Week 4
Moodle
Gradebook
Q2
Reading & Writing
Quiz
Individual Week 4 1% CLO 1, 2, 3, 5, 6 & 7 Monday 9:00 in Week 5 Week 6
EP1
Evidence
Portfolio 1
Individual Week 6 1% CLO 1, 2, 3, 4, & 7 Monday 9:00 in Week 9 Week 10
AB
Annotated
Bibliography
Individual Week 9 1% CLO 1, 2, 3, 4, & 7 Monday 9:00 in Week 11 Week 12
A1:1
Critical Reading
Seminar
Individual /
Group
Week 5 10% CLO 1, 2, 3, 4, 5, 6 & 7
Week 8
Tutorials 2-3-4
Week 10
A1:2
Seminar
Presentation
Individual /
Group
Week 9 10% CLO 1, 2, 3, 4, 5, 6 & 7
Week 12
Tutorials 1-2-3
Week 13
A2
Integrated Skills
Test
Individual
*see Exam
Schedule
closer to date
15% CLO 1, 2, 3 & 4
1 or 2 weeks after
Week 12
N/A
= 40%
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Assessment Digital tool use permitted for… Digital tool use not permitted for…
R1
Reflective Video
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script; checking the pronunciation of
vocabulary.
Writing your reflection.
Q1
Listening Skills Quiz
Translation: Checking vocabulary or translating text
after completing the quiz to check understanding.
Transcribing audio while listening.
Translating text or questions to complete the quiz.
* These tools are not permitted during A2 Test
Q2
Reading & Writing Quiz
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translating text
after completing the quiz to check understanding.
Translating text or questions to complete the quiz.
Writing your task.
* These tools are not permitted during the A2 Test
EP1
Evidence Portfolio 1
AI: Generating key words to guide research.
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script or after reading and note-taking;
checking the pronunciation of vocabulary.
Writing your evidence portfolio reflection.
Translating whole text from peer-reviewed articles.
AB
Annotated Bibliography
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script; checking the pronunciation of
vocabulary.
Writing your annotated bibliography.
Translating whole text from peer-reviewed articles.
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Assessment Digital tool use permitted for… Digital tool use not permitted for…
A1:1
Critical Reading Seminar
AI: Generating key words to guide research.
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script or after reading and note-taking;
checking the pronunciation of vocabulary.
Writing your critical reading seminar presentation.
Translating whole text from peer-reviewed articles.
A1:2
Seminar Presentation
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script; checking the pronunciation of
vocabulary.
Writing your seminar presentation or PPT slides.
Translating whole text from peer-reviewed articles.
A2
Integrated Skills Test
Not permitted.
Not permitted for the Reading, Listening or Writing
sections of A2 Test.
Page 14
Assessment Name Type Issue Date Weighting Aligned CLOs Due Date Feedback Date
EP2 Evidence
Portfolio 2
Individual Week 1 1.25% CLO 1, 2, 3, 4, 5, 6 & 7 Weeks 1-5 Week 8
A3:1 Case Study Individual Week 1 12.5% CLO 1, 2, 3, 4, 5, 6 & 7 Monday 9:00 in Week 6 Week 8
EP3 Evidence
Portfolio 3
Individual Week 8 1.25% CLO 1, 2, 3, 4, 5, 6 & 7 Weeks 8-10 Week 12
A3:2
Emergency
Summit
Individual /
Group
Week 8 12.5% CLO 1, 2, 3, 4, 5, 6 & 7
Week 11
Tutorial 10
*check schedule closer
to date
Week 12
R2 Reflective Writing Individual Week 12 2.5% CLO 1, 2, 3, 4, 6 & 7
Week 12
Tutorial 11
*check schedule closer
to date
Week 13
= 30%
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Assessment Digital tool use permitted for… Digital tool use not permitted for…
EP2 & EP3
Evidence Portfolio 2 & 3
AI: Generating key words to guide research.
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing your reflection.
Writing your evidence portfolio entries.
Summarising whole text.
Translating whole text from case studies.
A3:1
Case Study
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script or after reading and note-taking.
Writing your case study responses.
Summarising whole text.
Translating whole text from case studies.
A3:2
Emergency Summit
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script or after reading and note-taking;
checking the pronunciation of vocabulary.
Transcribing audio while listening.
Translating or summarising whole text from research
sources.
Writing your notes or stakeholder position statements.
R2
Reflective Writing
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing your reflection.
Writing your reflection.
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Assessment Name Type Issue Date Weighting Aligned CLOs Due Date Feedback Date
A4:1
Poster
Presentation
Individual Week 1 12.5% CLO 1, 2, 3, 4, 5, 6 & 7
Week 5
Tutorial 5
*check schedule closer
to date
Week 6
A4:2 Information Report Individual Week 8 12.5% CLO 1, 2, 3, 4, 5, 6 & 7 Monday 9:00 in Week 11 Week 13
R3
Reflective
Interview
Pairs or
Small Groups
Week 12 5% CLO 1, 2, 3, 4, 5, 6 & 7
Week 12
Tutorial 11
*check schedule closer
to date
Week 13
= 30%
Page 17
Assessment Digital tool use permitted for… Digital tool use not permitted for…
A4:1
Poster Presentation
AI: Generating key words to guide research.
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script or after reading and note-taking;
checking the pronunciation of vocabulary.
Endnote: Reference management tools to record and
format your references.
Writing the content on your poster.
Writing your poster presentation.
Translating or summarising whole text from research
sources.
Producing your citations or references.
A4:2
Information Report
AI: Generating key words to guide research.
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing your report or after reading and note-taking.
Endnote: Reference management tools to record and
format your references.
Writing your report.
Translating or summarising whole text from research
sources.
Producing your citations or references.
R3
Reflective Interview
Grammar checkers: Checking and reviewing grammar.
Translation: Checking vocabulary or translation after
writing a script; checking the pronunciation of
vocabulary.
Writing your reflection or reflection questions.
Page 18
5.2 Academic honesty, plagiarism and misconduct
One of the UNSW student responsibilities is: Act responsibly, ethically,
safely and with integrity. This means you must:
1. actively participate in the learning process, including attending
scheduled teaching and learning activities
2. submit assessment tasks by submission dates and times, unless
unforeseen or exceptional circumstances arise
3. conduct themselves honestly and according to University policies and
procedures
4. ensure that they properly and fairly use copyright material
5. behave ethically and with integrity, avoiding any action or behaviour
that would unfairly advantage or disadvantage either themselves or
another student. This includes
• engaging in, or facilitating, plagiarism (e.g. contract cheating or
collusion) or academic misconduct in any form of assessment
• fabricating and falsifying documents, sources and data
• other forms of misconduct.
UNSW regards Academic Misconduct as a very serious matter. The severity of
the penalties or outcomes imposed will correspond to the seriousness of the
Academic Misconduct as outlined in the Plagiarism Management Procedure:
https://www.unsw.edu.au/content/dam/pdfs/governance/policy/2022-01-
policies/plagiarismprocedure.pdf
Please refer to UNSW guidelines for more information about academic integrity:
https://student.unsw.edu.au/plagiarism and
https://www.unsw.edu.au/content/dam/pdfs/governance/policy/2022-01-
policies/plagiarismpolicy.pdf
You are expected to review these documents and be familiar with them. Use
this Self-Check List to make sure that you are working with academic integrity.
https://www.student.unsw.edu.au/sites/default/files/uploads/group35/Acade
micIntegrityCheck_V9.pdf
5.3 Responsible use of technology
UNSW remains committed to the values around academic integrity. Your work
must be your own and it is important to understand when the use of technology
and AI tools are permitted, and when they are not.
This course provides you with opportunities to learn about and use such
technology confidently (information literacy skills), as well as responsibly
and ethically.
Academic integrity involves the responsible use of applications and tools in
your learning. Therefore, submitting work that is not your own is considered a
form of plagiarism and will result in penalties in this course.
Please refer to the CAL assessment schedule overleaf or on Moodle for further
information on the responsible use of technology in assessments.
Page 19
5.4 Late submission guidelines
You are expected to submit all assessments on the due dates set out in the
Assessment Guide and on Moodle. Late submissions could impact the
processing of final results for UNSW.
The outcomes of Requests for Special Consideration Due to Illness or
Misadventure (I&Ms) will be at the discretion of the Education Manager,
following a review of the I&M form and valid supporting evidence (e.g. medical
certificate) emailed to Student Services:
enquiries@unswcollege.edu.au
Click on the link below to download an Illness & Misadventure form:
https://my.unswcollege.edu.au/wp-content/uploads/Request-for-Special-
Consideration-Due-to-Illness-or-Misadventure-COLLEGE-29-November.pdf
CAL 1 Assessments Late Submission Rule
Completion Tasks
Submissions not accepted after due date –
no I&M accepted.
A1:1. Critical Reading Seminar Students who miss this assessment must
submit an I&M with valid supporting
evidence (e.g. medical certificate) no
more than 3 days after the assessment to
qualify for a supplementary assessment.
A1:2. Seminar Presentation
A2. Integrated Skills Test
CAL 2 Assessments Late Submission Rule
Completion Tasks
Submissions not accepted after due date –
no I&M accepted.
A3:1. Case Study
5% per day up to 5 days.
No submission accepted more than 5 days
past due date.
A3:2. Emergency Summit
Students who miss this assessment must
submit an I&M with valid supporting
evidence (e.g. medical certificate) no
more than 3 days after the assessment to
qualify for a supplementary assessment.
CAL 3 Assessments Late Submission Rule
Completion Tasks
Submissions not accepted after due date –
no I&M accepted.
A4:1. Poster Presentation 5% per day up to 5 days.
No submission accepted more than 5 days
past due date. A4:2. Information Report
Page 20
5.5 UNSW College education graduate capabilities
UNSW College Academic English and Pathway Programs lay foundations for the
development of formalised graduate capabilities. Curriculum, teaching, and
assessment within all courses are intended to promote the development of
these Graduate Capabilities. Co-curricular activities and learning support
programs further assist student awareness, confidence and competence in
their capacity to develop these core capabilities.
UNSW College Education aspires to graduate:
1. scholars capable of independent and collaborative enquiry; critical
thinking and reflective practice; and applying learning across different
contexts;
2. confident and self-aware leaders capable of embracing innovation and
change; and building academic and social networks;
3. university-ready students capable of engaging within Australian
university and social communities; academic integrity; and self-
direction characterised by personal responsibility for learning and well-
being;
4. global citizens who are capable of participating in English language
environments with cultural awareness, a respect for diversity, and
empathy for others.
Assessment tasks mapped to UNSWC-GA
Abbreviated
GAs
A1:1 A1:2 A2 A3:1 A3:2 A4:1 A4:2 Q1 Q2 EP1 EP2 EP3 AB R1 R2 R3
GA1: Scholars &
critical thinkers
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GA2: Leaders &
networkers
✓ ✓ * ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GA3: University
ready students
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
GA4: Global
citizens
✓ ✓ * ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Passing CAL 1, 2 and 3
You will complete a variety of assessment tasks throughout the CAL course,
and must pass CAL 1, 2 and 3. If you do not pass CAL 1, 2 or 3 you repeat that
stage of the course. You need to achieve a pass at each stage, not an overall
grade at the end of CAL 3.
Diploma in
Science/
Engineering
Diploma in
Architecture/
Media &
Communication
Diploma in
Business Weighting
Pass
score
Mark
Pass
Score
Mark
Pass
Score
Mark
CAL 1 65% (C) 26 65% (C) 26 75% (B-) 30 40%
CAL 2 70% (C+) 21 70% (C+) 21 80% (B) 24 30%
CAL 3 70% (C+) 21 70% (C+) 21 80% (B) 24 30%
Page 21
Repeating CAL 1, 2 and 3
If you have not passed any stage of the CAL course and are repeating, you are
encouraged to discuss assessments with your tutor prior to submission. Your
tutor will advise whether it is recommended to select a different topic for
assessments. Your tutor can also provide information on consultation sessions
and make you aware of academic integrity and self-plagiarism.
Academic Integrity and Plagiarism on the UNSW Sydney Current Students
website defines self-plagiarism as follows:
‘Self-plagiarism’ occurs where an author republishes their own previously
written work and presents it as new findings without referencing the earlier
work, either in its entirety or partially.
Self-plagiarism is also referred to as 'recycling', 'duplication', or 'multiple
submissions of research findings' without disclosure. In the student context,
self-plagiarism includes re-using parts of, or all of, a body of work that
has already been submitted for assessment without proper citation.
Further information can be found here:
https://www.student.unsw.edu.au/plagiarism
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5.6 Assessment details
5.6.1 CAL 1 - Completion Tasks
Assessment CAL 1 Completion Tasks
Format A collection of independent learning tasks completed during
Weeks 3-10:
• R1. Reflective Video
• Q1. Listening Skills Quiz
• Q2. Reading & Writing Quiz
• EP1. Evidence Portfolio 1
• AB. Annotated Bibliography
Purpose Completion Tasks aim to provide you with an opportunity to
practice, review and reflect on the academic skills covered
in the CAL course. They are designed to support the
development of independent learning skills by encouraging
regular and sustained effort throughout the course. You can
complete tasks independently outside class time.
Reflection
The first reflection in CAL 1 is looking forward – this is the
start of your journey to chosen faculty at UNSW. You are
encouraged to deliberately reflect on your experiences so
far and set goals.
Quizzes
You will independently complete 2 quizzes in CAL 1 that
review academic features introduced within the course. In
order to successfully complete these quizzes on Moodle, you
must achieve between 80% – 100% in each.
Evidence Portfolios
An evidence portfolio is a collection of artefacts, or
evidence, that allow you to demonstrate learning outcomes
and reflect on your learning.
Annotated Bibliography
An annotated bibliography provides an overview or a brief
account of the available research on a given topic.
Instructions R1. Reflective Video
Independently complete a short reflective video that
addresses the following points:
1. What is your faculty and what do you know about it
already? Why did you choose it?
2. What are your assumptions about University in
Australia? What do you think the experience will be
like?
3. What are your learning goals? What do you hope to
achieve in your studies?
4. What are your expectations of the CAL course? How
do you think it will support you in your other
subjects?
Read the questions and reflect on your responses prior to
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making your video. Videos should be between 3-5 minutes
in length. While this is a reflective piece, formal spoken
conventions in line with university expectations must be
used. Submit your video on Moodle using file naming
conventions on page 41.
Q1. Listening Skills Quiz
Watch a video of a university academic giving instructional
information and complete a comprehension quiz. This
scenario-based quiz is designed to reflect authentic
encounters within a tutorial or lecture style setting. It
assesses academic listening skills as well as the general
awareness of non-verbal communicative features such as
body language and gestures.
Q2. Reading & Writing Quiz
Read the given input and write an email in response to this
scenario. This task-based quiz is designed to reflect the
requirements involved in producing effective email
correspondence. It assesses writing skills, awareness of
email etiquette, and knowledge of the important structural
features relevant to this written e-genre. Submit your Word
document on Moodle using file naming conventions on page
41.
EP1. Evidence Portfolio 1
Assessment 1 Part 1: Critical Reading Seminar requires an
evidence portfolio of your research process and group
collaboration, including:
o screenshot of the first page of your source (e.g.
the abstract or introductory paragraph);
o bibliographical citation of the article, including an
active link;
o screenshot of Discussion Board comments (or
similar);
o focus discussion questions;
o reflection responses;
o correct citation of any AI use for generating key
words to guide research.
Evidence Portfolio 1 must be submitted using the Word
document template on Moodle, using file naming
conventions on page 41. Refer to the exemplar in
Appendix 3.
AB. Annotated Bibliography
Complete an annotated bibliography of approx. 200
words on the source selected for research in Assessment 1
to get better acquainted with your chosen source and
research topic.
The Annotated Bibliography must be submitted using the
Word document template on Moodle, using file naming
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conventions on page 41. Refer to the exemplar in
Appendix 4.
Due Date • R1. Reflective Video by Monday 9:00 Week 3
• Q1. Listening Skills Quiz by Monday 9:00 Week 4
• Q2. Reading & Writing Quiz by Monday 9:00 Week 5
• EP1. Evidence Portfolio 1 by Monday 9:00 Week 9
• AB. Annotated Bibliography by Monday 9:00 Week 11
Grading &
Feedback
• The 5 completion tasks are worth 5% in total when
completed by the due date.
o R1. 1%
o Q1. 1%
o Q2. 1%
o EP1. 1%
o AB. 1%
• For Q1 you will receive automated quiz feedback on
Moodle.
• For R1, Q2, EP1 and AB you can access feedback and
grades on Moodle.
Use of
technology
• Q1: This quiz allows multiple attempts to achieve a pass
grade. Therefore, the use of digital tools is not required.
• R1, Q2, EP1 and AB: Grammar checkers and translation
apps may be used for checking and reviewing your work
but are not permitted for producing your work.
Please refer to the Assessment Schedule for further details.
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5.6.2 CAL 1 - Assessment 1 Part 1: Critical Reading Seminar
Assessment Assessment 1 Part 1: Critical Reading Seminar
Format In this reading and speaking assessment, you will locate
and select a suitable text, evaluate its suitability for your
purposes, and lead an inclusive group discussion based on
the topic of your chosen text. You will communicate with
fellow group members via Discussion Board and produce an
evidence portfolio.
Purpose • This assessment task is preparation for Assessment 1
Part 2: Seminar Presentation.
• The purpose of this task is to analyse a problem related
to your future field of study and to evaluate viable
solutions.
• The critical reading seminar aims to develop and assess
your proficiency in the following academic skills:
o Information literacy
o Digital literacy
o Effective interpersonal communication skills.
Instructions • Form a working group of 3-4 members. Note that this
group will work collaboratively until the completion of
CAL 1 (i.e. A1:1 & A1:2).
• Brainstorm ideas for a topic and issue, which is relevant
to your current field of study and suitable for use as
the basis for your group presentation in Module 3 (i.e.
A1:2 Seminar Presentation). Examples will be provided
in class.
• The issue of your choice should be in the problem-
solution format. Your group should aim to identify a
current problem in your chosen topic area, and identify
some solution(s), future implication(s), and/or
suggestion(s) to your chosen problem.
• Select an academic peer-reviewed article related to
your chosen group issue which can also be used as part
of your research for A1:2 Seminar Presentation. Note
that each group member will need to contribute one
article of their own. Ensure the text is relevant to your
Note that this task is linked to your research presentation in Module
3. The article that you use as a basis for your CRS discussion (i.e.
A1:1) must also be used as a referenced source in your group
seminar presentation (i.e. A1:2).
Assessment 1
Part 2
Seminar Presentation
Module 3
Assessment 1
Part 1
Critical Reading
Seminar
Module 2
PREPARATION
FOR
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group topic and suitable for an academic audience.
• Collaborate online by posting your article on the
Discussion Board and reviewing other group members’
articles for credibility and suitability.
• Create focus discussion questions which will form the
basis of a group discussion during the Critical Reading
Seminar.
• Use your article to facilitate a Critical Reading
Seminar in class (approximately 10-14 minutes per
group member):
o summarise the article and justify its relevance as
research for your group presentation (5-7 minutes).
o use your focus discussion questions to facilitate a
group discussion related directly to your article.
Encourage your fellow group members to make
comments and contribute to an inclusive group
discussion (5-7 minutes).
• Each individual group member should submit an
evidence portfolio of their work (see instructions in
Completion Tasks).
• Academic integrity conventions apply (e.g. no
plagiarism).
For referencing, follow the Harvard referencing guidelines
provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing
Due Date Critical Reading Seminars are conducted during Tutorials
2-3-4 in Week 8.
* Evidence Portfolio in Turnitin on Moodle due Mon 9:00 in
Week 9.
Grading &
Feedback
• Grading is completed using the A1:1 Feedback Report
which can be found on Moodle.
• You can access feedback reports and grades on Moodle.
Use of
technology
• AI tools may be used to generate key words to guide
research, with correct citation (e.g. ChatGPT. OpenAI.
https://openai.com/)
• Grammar checkers and translation apps may be used for
checking and reviewing your work but are not permitted
for producing your work.
Please refer to the Assessment Schedule for further details.
Page 27
5.6.3 CAL 1 - Assessment 1 Part 2: Seminar Presentation
Assessment Assessment 1 Part 2: Seminar Presentation
Format This research-oriented assessment task involves the
collaborative planning and delivery of a topical presentation
with a discipline-specific focus. The text used as a basis for
your Critical Reading Seminar must also be used as a
referenced source in your seminar presentation.
Purpose • This assessment task is linked to Assessment 1 Part 1:
Critical Reading Seminar.
• The purpose of this task is to deliver an academic-style
group presentation analysing a significant issue or
challenge selected and prepared in A1:1.
• The seminar presentation aims to develop and assess
your proficiency in the following academic skills:
o Information literacy
o Critical thinking
o Oral fluency
o Academic presentation skills.
• It also aims to develop awareness of important issues
and trends relevant to the presenter’s own field of study.
Instructions • Work collaboratively again with your A1:1 group to
plan a presentation on an issue related to your field
of study. Each individual group member should have a
specific focus relevant to the topic. For example, using
the topic of ‘water scarcity in a particular region’, one
team member may talk about global trends and key
issues, another may talk about the causes and effects of
this problem, while a third speaker may focus on
recommended alleviation strategies.
o presentation segments should build on each other
(e.g. causes, effects, solution or outline of
problem, solution 1, solution 2 etc.).
• Deliver a group presentation (approximately 30 minutes
in total including a 20-minute presentation followed
by a 10-minute group discussion).
o each presenter should speak for between 5-6
minutes (note that time limits apply).
• The presentation should be expository in style
including:
o a clear statement of purpose;
o claims and supporting evidence;
o verbal reference to sources from each group
member (e.g. research data, reference to expert
opinion);
o a conclusion with suggestions and brief discussion
of implications.
• Each individual group member should submit an
annotated bibliography of their source (see
instructions in Completion Tasks).
• Academic integrity conventions apply (e.g. no
plagiarism).
For referencing, follow the Harvard referencing guidelines
Page 28
provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing
Due Date Seminar Presentations are conducted during Tutorials
1-2-3 in Week 12.
* Annotated Bibliography in Turnitin on Moodle due Mon
9:00 in Week 11.
Grading &
Feedback
• Grading is completed using the A1:2 Feedback Report
which can be found on Moodle.
• You can access feedback reports and grades on Moodle.
Use of
technology
• Grammar checkers and translation apps may be used for
checking and reviewing your work but are not permitted
for producing your work.
Please refer to the Assessment Schedule for further details.
5.6.4 CAL 1 - Assessment 2: Integrated Skills Test
This integrated skills test assesses reading, listening, and writing skills. Test
content is based on topical themes relevant to students from a range of
different faculties.
Reading Test
Test format
• 60 minutes in total
• Two reading texts of approximately 2200-2300 words in
total
• 40 questions based on the reading texts
• Contributes 40% of total exam grade
Sections
• Text 1 - informative (1000-1200 words)
• Text 2 - evaluative (1000-1200 words)
Question
types
• A variety of question types are used, including: multiple
choice; short-answer questions; sentence completion;
matching headings; identification of writer’s views /claims
(yes, no, not given); identification of information in the
passage (true, false, not given); summary gap fill and
reference words.
Principal
learning
objectives
tested
include
• Skimming for overall meaning; scanning for details
• Identifying the purpose of a text
• Identifying author’s attitude or position on an issue
• Paraphrasing and summarising
• Identifying stages / development of an argument
• Identifying inference, suggestion and implication
• Using context to guess the meaning of unfamiliar words
• Understanding relation between parts of text by
recognising discourse markers
• Identifying referents, connectors, relationships between
ideas and identifying references.
Use of
technology
It is prohibited to use any software or service to search for or
generate information or answers. If its use is detected, it will
be regarded as serious academic misconduct and subject to
the standard penalties, which may include 00FL, suspension
and exclusion.
Please refer to the Assessment Schedule for further details.
Page 29
Listening Test
Test format
• Approximately 50 minutes in total
• Two listening texts adapted from academic sources
• 30 questions based on the listening texts
• Contributes 30% of total exam grade
Sections
• Listening 1 - data oriented mini-lecture (approximately 8
minutes in duration played once)
• Listening 2 - expository style lecture (approximately 15
minutes in duration played twice)
Question
types
• A variety of question types are used, including: multiple
choice, short answer questions, sentence completion,
classification and matching.
Principal
learning
objectives
tested
include
• Identifying global meaning; identifying facts, details and
specific information
• Identifying the purpose of a text
• Identifying author’s attitude or position on an issue
• Paraphrasing and summarising
• Identifying stages / development of an argument
• Identifying inference, suggestion and implication
• Using context to guess the meaning of unfamiliar words
• Understanding relation between parts of text by
recognising discourse markers
• Identifying referents, connectors, relationships between
ideas and identifying references.
Use of
technology
It is prohibited to use any software or service to search for or
generate information or answers. If its use is detected, it will
be regarded as serious academic misconduct and subject to
the standard penalties, which may include 00FL, suspension
and exclusion.
Please refer to the Assessment Schedule for further details.
Writing Test
Test format
• 60 minutes in total
• Two short-answer response tasks
• Contributes 30% of total exam grade
Sections
• Task 1: Approximately 150 words
• Task 2: Approximately 150 words
Task types
• Task 1 will focus on analysing the causes and effects of
given problem.
• Task 2 will focus on making a recommendation or
suggestion.
Submission
• Submit your Word document on Moodle using file
naming conventions on page 35. Clearly label Task 1
and Task 2.
Principal
Learning
objectives
tested
• Demonstrating appropriate academic style
• Presenting and supporting claims
• Using structural and discourse features appropriate to
genre
Page 30
• Using grammar and vocabulary appropriate to genre
• Analysing and describing trends.
Use of
technology
It is prohibited to use any software or service to search for
or generate information or answers. If its use is detected, it
will be regarded as serious academic misconduct and subject
to the standard penalties, which may include 00FL,
suspension and exclusion.
Please refer to the Assessment Schedule for further details.
Short-Answer Response Evaluation
Evaluation
criteria
Assessor’s check list
1. Task
achievement
Are task requirements addressed successfully and to
what extent?
2. Organisation
Are text organisational features appropriate for genre
and used effectively to support the logical development
of ideas?
3. Cohesion
Are cohesive devices used effectively to connect ideas,
support paragraph unity, and promote overall clarity of
meaning?
4. Language use
Is there an appropriate range of vocabulary items and
grammatical structures applied with consistent
accuracy?
Page 31
5.6.5 CAL 2 - Completion Tasks
Assessment CAL 2 Completion Tasks
Format A collection of independent learning tasks completed during
Weeks 1-12:
• EP2. Evidence Portfolio 2
• EP3. Evidence Portfolio 3
• R2. Reflective Writing
Purpose Completion Tasks aim to provide you with an opportunity to
practice, review and reflect on the academic skills covered
in the CAL course. They are designed to support the
development of independent learning skills by encouraging
regular and sustained effort throughout the course. You can
complete tasks independently outside class time. The
purpose of each task is as follows:
Evidence Portfolios
An evidence portfolio is a collection of artefacts, or
evidence, that allow you to demonstrate learning outcomes
and reflect on your learning.
Reflection
The second reflection in CAL 2 is mid-point – this is the
middle of your journey to chosen faculty at UNSW. You are
encouraged to deliberately reflect on your experiences so
far, look back at goals you set in CAL 1 and set new goals.
Instructions EP2. Evidence Portfolio 2
In the lead up to A3:1 Case Study, you will be required to
collate a number of tasks as evidence of your skills in file
management and labelling, critical reading, note-taking,
participation and academic integrity.
o EP2.1 Select a case study; state your reason for
selecting it; create an assessment folder to
manage your reading and writing notes;
o EP2.2 Participate in a critical reading group;
complete your notes (description) by
summarising, paraphrasing or quoting; submit Q1
draft;
o EP2.3 Participate in a critical reading group;
complete your notes (analysis) by creating a
mind-map; submit Q2 draft;
o EP2.4 Participate in a critical reading group;
complete your notes (response) by examining
solutions and potential limitations; submit Q3
draft;
o EP2.5 Review academic integrity and responsible
use of technology; submit draft to Turnitin and
review your Similarity Report and AI score with
your tutor; demonstrate incorporating feedback;
o EP2.6 Submit final draft to Turnitin; participate in
discussion demonstrating key learning.
Page 32
Instructions EP3. Evidence Portfolio 3
In the lead up to A3:2 Emergency Summit, you will be
required to collate a number of tasks as evidence of your
skills in file management and labelling, research and
citation, note-taking, participation and academic integrity.
o EP3.1 Form research groups and allocate group
member tasks; demonstrate evidence of research
and note-taking skills; create an assessment
folder to manage your research notes;
o EP3.2 Present research findings in groups using
notes; critically engage with ideas by listening
actively, asking questions and connecting themes;
conduct stakeholder analysis and position
statement;
o EP3.3 Review strategies for negotiation,
argumentation, chairing a meeting, reaching
consensus and giving a press conference;
participate in a negotiation; give and receive
feedback.
R2. Reflective Writing
Independently complete a short, written reflection that
follows up on your initial reflection video in CAL 1. Consider
the following points:
1. Do you feel like you have achieved/ are still working
towards your initial learning goals?
o If yes, what will you do to continue the learning
process? Do you have any new goals?
o If no, what have the challenges / obstacles
been in achieving these goals?
2. What skills and knowledge do you feel you have
gained from A3? Consider the following:
o Case Study
o Emergency Summit
3. How do you think CAL has supported your studies in
other subjects? What aspects of communication and
academic literacy do you need to continue
developing?
Read the questions and reflect on your responses prior to
writing your response. Your response should be approx. 80-
100 words per question. While this is a reflective piece,
academic writing conventions must still be used. Submit
your Word document on Moodle using file naming
conventions on page 41.
• Refer to the exemplar in Appendix 6.
Academic integrity conventions apply (e.g. no plagiarism).
Due Date • EP2. Evidence Portfolio 2 will be checked weekly
during tutorials and checked off on Moodle.
o Tut1: EP2.1
o Tut2: EP2.2
o Tut3: EP2.3
o Tut4: EP2.4
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o Tut5: EP2.5
o Tut6: EP2.6
• EP3. Evidence Portfolio 3 will be checked weekly
during tutorials and checked off on Moodle.
o Tut7: EP3.1
o Tut8: EP3.2
o Tut9: EP3.3
• R2. Reflective Writing is conducted during Tutorial 11
Week 12.
Grading &
Feedback
• EP2 and EP3 are worth 1.25% each (2.5% in total) when
completed by the due date.
• R2 is worth 2.5% when completed by the due date.
• EP2 and EP3 will be checked off on Moodle.
• For R2 you can access feedback and grades on Moodle.
Use of
technology
• AI tools may be used to generate key words to guide
research, with correct citation (e.g. ChatGPT. OpenAI.
https://openai.com/)
• Grammar checkers and translation apps may be used for
checking and reviewing your work but are not permitted
for producing your work.
Please refer to the Assessment Schedule for further details.
Page 34
5.6.6 CAL 2 - Assessment 3 Part 1: Case Study
Assessment Assessment 3 Part 1: Case Study
Format This problem-based assessment task involves analysing a
case study to identify the core issues and pose justifiable
solutions to the problem. You will work independently on a
chosen case study and are required to complete a series of
short-answer questions. These questions encourage you to
think critically about the given situation and apply theory to
make and support recommendations.
Purpose • This assessment task is preparation for Assessment 3
Part 2: Emergency Summit.
• The purpose of this task is to critically read a case study
and analyse the causes and effects of the core issue in
order to propose justifiable alleviation strategies.
• This aims to develop and assess your capacity for:
o Critical thinking
o Effective problem-solving skills.
• It also aims to demonstrate your ability to write succinct,
cohesive and coherent academic texts that address set
questions.
Instructions • Work independently to select the case study you
want to use from the given selection.
• Use the Reading & Writing Guide to support your
assessment submission and document your processes.
• Examine the short-answer questions relating to your
specific case study.
• Critically analyse the case to identify and understand
the related issues.
• Propose logical, well-reasoned recommendations to
address the highlighted issues.
• Answers to be written in short-answer format in a
well-developed and cohesive paragraph structure.
• Consider specified word limits for each question when
writing your responses.
• Submit your Word document on Moodle using file naming
conventions on page 41.
• Refer to the exemplar in Appendix 5.
• Submit an evidence portfolio of your work (see
instructions in Completion Tasks).
• Academic integrity conventions apply (e.g. no
plagiarism).
For referencing, follow the Harvard referencing guidelines
provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing
Assessment 3
Part 1
Case Study
Module 4
Assessment 3
Part 2
Emergency Summit
Module 4
PREPARATION
FOR
Page 35
Due Date In Turnitin on Moodle due by Mon 9:00am Week 6.
Grading &
Feedback
• Grading is completed using the A3:1 Feedback Report
which can be found on Moodle.
• You can access feedback reports and grades on Moodle.
Use of
technology
• Grammar checkers and translation apps may be used for
checking and reviewing your work but are not permitted
for producing your work.
Please refer to the Assessment Schedule for further details.
5.6.7 CAL 2 - Assessment 3 Part 2: Emergency Summit
Assessment Assessment 3 Part 2: Emergency Summit
Format This simulation task involves assuming the role of a real-
world stakeholder in an authentic ‘wicked problem’. Team
members work collaboratively to negotiate responses to a
challenging environmental problem, develop arguments for
the acceptance of their proposals and, finally, to reflect on
the potential impact of their recommendations.
Purpose • This assessment task is linked to Assessment 3 Part 1:
Case Study.
• The purpose of this task is to take part in a group
discussion to negotiate various responses to a
challenging problem, reach consensus and reflect on the
impacts of recommendations.
• This integrated communication skills assessment aims to
develop and assess your capacity for:
o Critical thinking
o Effective problem-solving skills
o Collaborative teamwork
o Reflection.
Instructions • Complete necessary background research given prior
to the summit.
• You will be assigned to a group by your teacher and
given stakeholder roles for the summit.
• Work collaboratively with fellow group members to
understand your stakeholder roles and interests.
• Analyse the assigned ‘wicked problem’ and prepare a
collective stakeholder response.
• Assume the role of a stakeholder and present your
‘stakeholder response’ during an ‘emergency summit’
scheduled in class. Negotiate responses to the ‘wicked
problem’ and reflect as a group on the impacts of your
recommendations (20 minutes).
• All groups will be assessed during Week 11 of the course.
• Submit an evidence portfolio of your work (see
instructions in Completion Tasks).
• Academic integrity conventions apply (e.g. no
plagiarism).
For referencing, follow the Harvard referencing guidelines
provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing
Page 36
Due Date Emergency Summit is conducted during Tutorial 10 Week
11.
Grading &
Feedback
• Grading is completed using the A3:2 Feedback Report
which can be found on Moodle.
• You can access feedback reports and grades on Moodle.
Use of
technology
• Grammar checkers and translation apps may be used for
checking and reviewing your work but are not permitted
for producing your work.
Please refer to the Assessment Schedule for further details.
Page 37
5.6.8 CAL 3 - Completion Tasks
Assessment CAL 3 Completion Tasks
Format An independent learning task completed during Week 12:
• R3. Reflective Interview
Purpose Completion Tasks aim to provide you with an opportunity to
practice, review and reflect on the academic skills covered in
the CAL course. They are designed to support the
development of independent learning skills by encouraging
regular and sustained effort throughout the course. You can
complete tasks independently outside class time. The
purpose of each task is as follows:
Reflection
The final reflection in CAL 3 is at the end of your journey in
CAL and the commencement of your program in your
chosen faculty at UNSW. You are encouraged to deliberately
reflect on your experiences so far, look back at goals you
set in CAL and set future goals.
Instructions R3. Reflective Interview
Work with a partner or in small groups of three and
interview each other to complete your final reflective piece.
You will be required to write three open-ended questions
with follow up questions to use in your interview. Consider
the following points:
o What has been the most interesting experience/
aspect of your first year studying within your faculty
in Australia? Do you feel that the experience has met
your initial expectations?
o Did you complete the learning goals that you set for
yourself in both Reflection 1 and Reflection 2? Going
forward, how will you challenge yourself in your
studies? What are your new goals?
o Overall, how do you think CAL has contributed to your
growth in your academic life? Do you feel well-
equipped to continue and complete your studies at
UNSW?
Reflect on your responses prior to conducting the interview.
Interviews should be between 5-6 minutes in length and
will be conducted in Tutorial 11 in Week 12. Formal
spoken conventions must be used.
Due Date R3. Reflective Interview is conducted during Tutorial 11
Week 12.
Grading &
Feedback
• R3 worth 5% when completed by the due date.
• For R3 you can access feedback and grades on Moodle.
Use of
technology
• R3: Grammar checkers and translation apps may be
used for checking and reviewing your work but are not
permitted for producing your work.
Please refer to the Assessment Schedule for further details.
Page 38
5.6.9 CAL 3 - Assessment 4 Part 1: Poster Presentation
Assessment Assessment 4 Part 1: Poster Presentation
Format This project-based assessment task involves conducting
secondary research on an extra-curricular project that
interests you in your UNSW faculty. You will present your
findings in a poster presentation.
Purpose • This assessment task is preparation for Assessment 4
Part 2: Information Report.
• The purpose of this task is to investigate a UNSW
project/society/club in your faculty and note key aspects
in a poster presentation.
• This assessment aims to encourage insight into the
culture of UNSW academic discourse communities, and
assess the following:
o Information literacy and research skills
o Critical thinking
o Oral fluency
o Academic presentation skills.
Instructions • Refer to your UNSW faculty website to identify an extra-
curricular student project of interest. It is advised that
you choose an extra-curricular student project
which you can find sufficient information on. This
will impact your ability to write the Information Report
(A4:2) later in the course.
• Pitch your idea to receive feedback on the suitability of
your chosen program and preliminary research areas.
• Investigate your chosen UNSW project/society/club
(e.g. Maker Games). Note key aspects of the project.
• While you will need to provide some background details
on the project, remember that the content cannot be
overly descriptive. You are required to critically
evaluate the project you are investigating. You should
include:
o some background information introducing the
project;
• Briefly describe, analyse and evaluate three aspects of
your extra-curricular activity, e.g. social activities,
skills development, and career opportunities.
• Your evaluation could include:
o the advantages/benefits associated with the
project to students, UNSW, Australia and/or the
world;
o limitations/ disadvantages/ challenges;
o how those challenges could be overcome;
o recommendations and future implications/
Assessment 4
Part 2
Information Report
Module 5
Assessment 4
Part 1
Poster Presentation
Module 5
PREPARATION
FOR
Page 39
predictions.
• Use and provide sources to at least two images.
• Include both in-text citations and a full reference list
to at least three sources.
• Prepare a poster (using Word or PDF) and use Turnitin
similarity report to support your academic integrity.
• Deliver a presentation approximately 5 minutes in
length (approx. 2.5 mins. presenting main findings
displayed on your poster followed by 2.5 mins. Q&A).
• Your poster may be printed and pinned up in class or
displayed digitally.
• Ensure that your presentation demonstrates evidence of
appropriate evaluation and critical analysis in addition to
suitable academic referencing conventions.
• Academic integrity conventions apply (e.g. no
plagiarism).
For referencing, follow the Harvard referencing guidelines
provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing
Due Date Poster Presentation is conducted during Tutorial 5 Week 5.
Grading &
Feedback
• Grading is completed using the A4:1 Feedback Report
which can be found on Moodle.
• You can access feedback reports and grades on Moodle.
Use of
technology
• AI tools may be used to generate key words to guide
research, with correct citation (e.g. ChatGPT. OpenAI.
https://openai.com/)
• Grammar checkers and translation apps may be used for
checking and reviewing your work but are not permitted
for producing your work.
• Reference management tools may be used to record and
format your references.
Please refer to the Assessment Schedule for further details.
5.6.10 CAL 3 - Assessment 4 Part 2: Information Report
Assessment Assessment 4 Part 2: Information Report
Format This project-based assessment task continues on from A4:1.
After conducting your research and presenting your findings
in a poster presentation, you will now write a concise
information report on the same extra-curricular project you
selected for that assessment.
Purpose • This assessment task is linked to Assessment 4 Part 1:
Poster Presentation.
• The purpose of this task is to present the findings from
your extra-curricular student projects investigation in
A4:1 in the form of a written information report.
• This assessment aims to develop your capacity for:
o Critical literacy
o Basic report writing skills
o Academic integrity.
• It also further aims to encourage insight into the culture
of UNSW academic discourse communities.
Page 40
• The applied knowledge and skills assessed in this task
include the following:
o planning and drafting a written information report
o presenting and supporting claims
o using structural and discourse features appropriate
to genre
o conducting secondary research
o demonstrating appropriate lexico-grammatical
range and accuracy
o demonstrating awareness of academic style and
register.
Instructions • Work individually to produce a brief written information
report about your extra-curricular project.
• Your report should describe, analyse and evaluate the
three aspects of the project evaluated in the poster
presentation, and reflect on the reasons for your choice
of project.
• Organise your information report in accordance with
structural features. Reports usually contain:
o an introduction
o paragraphs
o subheadings
o images/graphs
o recommendations and future implications/
predictions
o a conclusion
• Write approximately 750 words in total.
• Include both in-text citations and a full reference list to
at least five sources.
• Submit your Word document on Moodle using file naming
conventions on page 41.
• Refer to the exemplar in Appendix 7.
• Academic integrity conventions apply (e.g. no
plagiarism).
For referencing, follow the Harvard referencing guidelines
provided on the UNSW website here:
https://student.unsw.edu.au/harvard-referencing
Due Date In Turnitin on Moodle due by Mon 9:00am Week 11.
Grading &
Feedback
• Grading is completed using the A4:2 Feedback Report
which can be found on Moodle.
• You can access feedback reports and grades on Moodle.
Use of
technology
• AI tools may be used to generate key words to guide
research, with correct citation (e.g. ChatGPT. OpenAI.
https://openai.com/)
• Grammar checkers and translation apps may be used for
checking and reviewing your work but are not permitted
for producing your work.
• Reference management tools may be used to record and
format your references.
Please refer to the Assessment Schedule for further details.
Page 41
5.6.11 File Naming Conventions
When saving assessment files for submission, please use the following file
naming conventions (FNC).
Assessment FNC Example
R1 Reflective
Video
zID_Family name_R1 z123456_Smith_R1
EP1 Evidence
Portfolio 1
zID_Family name_EP1 z123456_Smith_EP1
EP2 Evidence
Portfolio 2
zID_Family name_EP2 z123456_Smith_EP2
EP3 Evidence
Portfolio 3
zID_Family name_EP3 z123456_Smith_EP3
AB Annotated
Bibliography
zID_Family name_AB z123456_Smith_AB
Q2 Reading &
Writing Quiz
zID_Family name_Q2 z123456_Smith_Q2
A2 Exam
Writing
zID_Family name_A2 z123456_Smith_A2
A3:1 Case
Study
zID_Family name_A3.1
Case Study No x
z123456_Smith_A3.1 Case Study
No 3
R2 Reflective
Writing
zID_Family name_R2 z123456_Smith_R2
A4:1 Poster
Presentation
zID_Family name_A4.1
Poster
z123456_Smith_A4.1 Poster
A4:2
Information
Report
zID_Family name_A4.2
IR
z123456_Smith_A4.2 IR
5.6.12 Building an Academic Portfolio
You are encouraged to collate the following 4 artefacts created in CAL into a
digital portfolio that demonstrates your achievement in the course. This serves
as future evidence of attained proficiency, as well as academic and digital
literacy skills which you can take with you to university as you transition to
your UNSW Faculty.
Artefact Module
1. R1. Reflective Video 1
2. R2. Reflective Writing 4
3. A4:1 Poster Presentation 5
4. R3. Reflective Interview 5
Page 42
6. Appendices
6.1 Appendix 1: UNSW Assessment Policy
1. Definition and purpose of assessment
Assessment is a systematic process for facilitating and evaluating student
learning. The process includes the design, development and implementation of
assessment tasks, and the judgement and reporting of student performance.
The purpose of assessment is both to facilitate and certify the achievement of
specified learning outcomes including UNSW’s Graduate Capabilities.
Assessment is integral to the curriculum as it drives approaches to student
learning and achievement.
2. Assessment principles
UNSW is committed to the provision of assessment tasks and feedback that
guide and enhance student learning and provide credible information on their
achievement.
The following principles apply to all assessment tasks including those that
contribute to grades and those that are part of a learning activity.
2.1. Assessment is designed to guide and enhance student learning.
2.2. Student learning is assessed against learning outcomes and expected
standards of performance.
2.3. Assessment provides credible information on student achievement.
2.4. Assessment is fair and provides all students an impartial opportunity to
demonstrate their learning.
2.5. Assessment develops students’ abilities to evaluate their own and peer’s
work.
For the full UNSW Assessment Policy, go to:
https://www.gs.unsw.edu.au/policy/documents/assessmentpolicy.pdf
Page 43
6.2 Appendix 2: CAL Assessment Criteria
Academic Writing
Task Response
Organisation and
cohesion
Lexical range
and accuracy
Grammatical
range and
accuracy
Relevance to task
requirements,
development of
ideas
Topic sentences,
paragraphing,
cohesive devices
Vocabulary,
spelling, register
and academic style
Grammatical
structure, sentence
forms, punctuation
Demonstrates full
completion of task
requirements
Successfully
presents,
elaborates, and
supports main
ideas
Provides clear
evidence of critical
thinking and
analysis
Demonstrates
appropriate
structure and
logical organisation
Successfully uses a
range of cohesive
devices (including
transitions &
connectors /
textual reference /
lexical chains /
ellipsis / theme &
rheme)
Demonstrates a
range of advance
level vocabulary
(including abstract
nouns / noun
phrases /
functional signal
language)
Clearly
demonstrates
appropriate
academic style
(including formality
/ complexity /
hedging /
objectivity /
explicitness)
Demonstrates a
range of both
simple and
complex
grammatical
structures and
verb tenses
Demonstrates a
sound control of
clause structure
and punctuation
Academic Speaking
Task Response
Coherence and
cohesion
Fluency and
pronunciation
Language and
expression
Demonstrates
full completion of
task
requirements
Successfully
presents,
elaborates, and
supports main
ideas
Provides clear
evidence of
critical thinking
and analysis
Ideas are
logically
sequenced and
effectively unified
Uses a range of
connectives and
discourse
markers with
some degree of
flexibility
Demonstrates
sound discourse
management
skills
Speaks fluently
without
noticeable strain
or hesitation
Speaks in a
manner which is
clear, well-
articulated, and
easy to follow
Able to
confidently
sustain topics,
maintain
exchanges, and
repair
breakdowns
Uses a range of
suitable
vocabulary with
flexibility and
accuracy
Able to convey
precise meaning
and discuss
topics in
appropriate
detail
Uses paraphrase
effectively to
interpret the
ideas of others
Page 44
6.3 Appendix 3: Exemplar A1 Part 1: Critical Reading Seminar
Evidence Portfolio 1
Page 45
Page 46
6.4 Appendix 4: Exemplar A1 Part 2: Seminar Presentation Annotated
Bibliography
Class: CAL 1 8822 Date: 26.07.23
Name: Yang Liu (Christine) ZID: z3542799
Teoh, ER & Kidd, DG 2017, ‘Rage against the machine? Google's self-driving cars versus human
drivers’, Journal of Safety Research, vol. 63, pp. 57-60, accessed 19 May 2018,
.
This article aims to assess the safety of Google’s self-driving cars in comparison to conventionally
driven cars to improve the autonomous driving experience. In order to do this, Teoh and Kidd
(2017) gather data of police reportable crash incidents involving Google self-driving test cars and
that of actual incidents reported involving human-driven cars on select roads in California. The
statistics are analysed in terms of crash patterns of Google cars in full autonomous function and
human-driven cars. The writers note that the rate of police-reportable crashes for Google cars is
lower than that of human driven vehicles. They suggest that based on the numbers and patterns
of crash incidents, Google cars as deployed are safer than human-driven cars. Teoh and Kidd
(2017) however, stress that it is too early to make overarching claims about crash and safety
rates of Google cars as crash reporting criteria and practices are still unclear.
This article’s strength is the clear link between the results and implications in the field of
automation. The research is valuable for future plans in vehicle design or for engineering
students. This is useful to my project as the process of assessing the safety of driverless
technology can form part of my presentation on improving the driverless testing methods.
Note: Please include a screenshot of the first page of your source (e.g. the
abstract or introductory paragraph).
Page 47
6.5 Appendix 5: Exemplar A3 Part 1: Case Study
Question 1: Description
What is the company at the centre of this case study? Describe the company, its current
situation and business model (120 words).
At the centre of the NSW Waste Management Case Study (2018) is Terrigal Beach,
which is situated 87 kilometres north of Sydney on the NSW Central Coast and is
renowned as one of the region's premier destinations. Terrigal Beach is distinguished
by its azure waters, golden sands, and vibrant community. It features safe swimming,
a rock pool, the iconic Skillion and a prominent row of well-established Norfolk pines
lining The Esplanade. The beach has evolved into a sophisticated coastal locale that
holds substantial social and cultural value, attracting visitors to its surf culture and
lively festivals and significantly contributing to the Central Coast’s $1500 million annual
tourism economy. However, despite its acclaim, the case study highlights the pertinent
issue of littering which threatens the environmental integrity and cultural significance
of this coastal area. (132 words)
Question 2: Analysis
Summarise the causes and the subsequent effects (150 words).
The NSW Waste Management Case Study (2018) outlines several causes contributing
to the increase of litter at Terrigal Beach on the NSW Central Coast. Poor attitude to
waste disposal is one of the main reasons for this issue. Bad habits of locals and visitors
to Terrigal Beach has resulted in a significant increase in the amount of waste left
behind. The study also indicates that shortage of bins around Terrigal Beach is another
factor which has aggravated the issue, as well as lack of awareness of the ecological
consequences litter poses, especially since people rarely see first-hand the impacts of
littering on the ecosystem. Littering has significant implications on the environment. A
large amount of rubbish may lead to the pollution of waterways, which could, in turn,
have a detrimental impact on marine life and sensitive marine ecosystems, and
potentially result in health risks to society. In this regard, the authors of the case study
warn that Terrigal Beach will soon face an environmental crisis without urgent
attention. (167 words)
Question 3: Response
What recommendations would you make? (200 words).
The critical problem of littering at Terrigal Beach on the NSW Central Coast highlights
the need for immediate counter action. According to the NSW Waste Management Case
Study (2018), lack of bins in the area is the main reason why visitors and residents to
the beach are leaving waste behind. Therefore, the local council could initiate a litter
management system that provides more facilities for waste disposal. This would result
in immediate reduction of littering in the area. While this strategy requires planning
and financial investment, council expenditure on daily cleaning and waste management
could be reduced significantly resulting in significant benefits for both the council and
the environment. Another alleviation strategy is to create a series of social marketing
campaigns to discourage the habit of littering. Since most litter is found on parklands
around the main beach, billboards advertising the effects of littering could be
strategically placed in and around the park. This would have an immediate visual
impact on visitors to the area and serve as a clear deterrent to littering. However, this
method may prove ineffective unless the local council provides and installs more
rubbish bins in the area. Despite this, the success of similar campaigns in other coastal
areas of NSW suggests that it would be a reasonable investment, leading to a cleaner
environment. (217 words)
Page 48
6.6 Appendix 6: Exemplar R2: Reflective Writing
Consider the following points:
1. Do you feel like you have achieved/ are still working towards your initial
learning goals? (80-100 words)
o If yes, what will you do to continue the learning process? Do you have
any new goals?
o If no, what have the challenges/ obstacles been in achieving these
goals?
Over the term, I realised that I am no longer working towards my initial
learning goals. UNSW offers a better education for my specialisation than
universities from where I am from. Initially, my learning goal was to almost
fully, if not fully, understand the content being taught to us. But due to the
online setup, this has diminished to merely aiming to pass the courses I am
taking. Having analysed the shift in mindset, I really have to find a way to
regain the drive and eagerness to learn and not just pass the course.
(95 words)
2. What skills and knowledge do you feel you have gained from A3? Consider
the following: (80-100 words)
o Case Study
o Emergency Summit
Though my reading skills have improved since last term, I feel I made
improvements in note-taking skills this term and managing my files and
folders. I believe this helped me become more organised, and I plan to continue
this in future studies and in my courses for media. Another area was learning
about stakeholders in the Emergency Summit and ways to argue and negotiate
with group members to have a better outcome. This gave me more confidence
in my discussion and speaking skills, including how to interrupt politely rather
than waiting to speak – though I need to keep working on this next term. (103
words)
3. How do you think CAL has supported your studies in your other subjects?
What aspects of communication and academic literacy do you need to
continue developing? (80-100 words)
Under the Diploma in Engineering, CAL has still aided me with the necessary
skills in all the courses I am taking. CAL has helped me communicate better
with my lecturers, tutors, and classmates and even in assessments. After
speaking and participating in group discussions and breakout rooms during CAL
class, I have developed the confidence to approach teachers and classmates in
other courses whether it be participating in discussion, asking questions, or
clarifying concepts. Because I am still shy when it comes to speaking, I have
to spend more time improving my confidence and vocabulary. (95 words)
6.7 Appendix 7: Exemplar A4 Part 2: Information Report
Engineering World Health Summer Institute | ChallENG Project
Student Name:
ID:
Date:
Introduction
This report will introduce and assess the extra-curricular student project, Engineering
World Health Summer Institute, as well as reflect upon the reason for its selection.
The three main aspects of the project which will be examined are its procedures,
results, and benefits.
Engineering World Health Summer Institute is a two-month long project organised
by a non-profit organisation which places undergraduate and graduate students in
clinics and hospitals of developing countries such as Cambodia or Uganda. In this
project, students are tasked to repair medical equipment, perform preventative
maintenance, take stocks, and train staff members to maintain old and utilize new
equipment (The ChallENG Program n.d.).
Features
Procedures
For the period of the first month, students will undertake rigorous language and
technical training in-country in groups and assigned partners in labs. The skills acquired
will then be utilised in the second month of the program, when the students work in
teams of two or three alongside the doctors and nurses in clinics and hospitals to repair
essential medical equipment. They are required to be self-directed and responsible by
being punctual and proactive in searching for non-functional equipment.
Throughout this period, students will mostly be working independently with their
partners, although the project’s staff members can be contacted by phone and email
should any issues arise. The minimum time which students can expect to work is eight
hours per day, five days a week. Under normal circumstances, students are given the
opportunity to freely explore the country on weekends. However, in rare instances,
students may also be working on Saturday and, or Sunday (Engineering World Health
n.d.).
Results
The University of New South Wales has been actively
participating in this project between the year 2017 and
2020. In 2017, 23 students participated in the project
which took place in Cambodia and returned 252 pieces
of equipment to service, with the estimated value
being $504,000 (Engineering World Health 2017).
In 2018, there was a significant increase in all aspects
of the project. 55 students travelled separately to
Cambodia and Uganda and repaired a total of 640
pieces of equipment. The value of which was
approximately $1,248,000. 2019 similarly had an
increase in all areas, although to a lesser degree. 59
students repaired 812 pieces of equipment in total in
Cambodia and Uganda, which was expected to be
$1,624,000 worth in value.
Page 49
Image 1: Students participating
in the program.
Source:
https://www.ewh.org/about-us/
Page 50
Due to the COVID-19 pandemic, there was a slight drop in numbers in all fields in
2020 compared to the year 2018 and 2019. 56 students collectively repaired 639
pieces of equipment. The value was estimated to be at $1,278,000 (Engineering
World Health 2018, 2019 and 2020).
Benefits
Participating in this project benefits the students in
countless ways. Firstly, it allows them to be able to
fully utilise their knowledge and skills for a good
cause. Aside from gaining hands-on experience
while working, their work will also help the hospitals
and clinics. Additionally, the participating students
will also gain numerous life experiences. Living and
working in an unfamiliar environment for a period
of two month could change a person’s worldview
significantly. In the span of the project’s duration,
the students will have accumulated various
experiences, such as learning a new language,
working mostly independently, exploring the
country, being immersed in the local culture and
much more (The ChallENG Program n.d.,
Engineering World Health n.d.).
Image: Repairing medical
equipment in Cambodia
Source:
https://www.challeng.unsw.edu.au/
Another notable benefit would be the development of personal and professional skills.
Working cooperatively with others on tasks which require precision is difficult. However,
the difficulty dramatically increases further if the factor of language barrier is considered.
Hence, in order for the project to be completed successfully, skills such as teamwork,
communication, respect, resilience, and diligence are required and will be naturally
developed over the course of the project.
This project also greatly benefits the local community. By having more operational medical
equipment, hospitals and clinics will be able to provide more services. Furthermore, with
new-found knowledge of how to maintain and operate equipment, the medical staff will be
able to work more efficiently and effectively. All of this results in more lives being saved
(Engineering World Health, n.d.).
Reflection
This project was selected because it was agreed upon by the group that the project provides
many benefits to the participating students, as well as the local community in a meaningful
way. The group being consisted of only students in the engineering faculty also helped in
the decision making, as mainly engineering skills are required.
(729 words, not including reference list)
Reference List
Engineering World Health 2017, Engineering World Health 2017 Annual Report,
accessed 3 August 2022,
.
Engineering World Health 2018, Engineering World Health 2018 Annual Report,
accessed 10 August 2022, final.pdf>.
Engineering World Health 2019, Engineering World Health 2019 Annual Report,
accessed 3 August 2022,
.
Engineering World Health 2020, Engineering World Health 2020 Annual Report,
accessed 10 August 2022,
.
Page 51
Engineering World Health n.d., Frequently asked questions website, accessed 3
August 2022, .
Engineering World Health n.d., Summer institute programs website, accessed 11
August 2022, .
The ChallENG Program n.d., Humanitarian engineering: student information website,
accessed 15 August 2022, engineering/student-information>.