my debate topic is education kills creativity and you need to write for( in support) of that not against and for that you need to write 500 words of word file and 1 presentation file and i need to get delivery on 27th 5;00 pm as per Australian standard time because i need to submit on Monday morning The assessment is worth 30 % of your final grade for this unit. The PowerPoint slides are to be submitted Week 11, Monday, 5.00 PM AEST The presentation will be delivered during weeks 11 and 12. Students on the metro campuses will present in class, while distance students will present during the arranged Zoom session. The written conceptual overview of the structured arguments must include a cover page that contains the group’s names, student numbers, resident campus, assessment title and lecturer. The conceptual overview should be 500 words in length. This is due one week after you present.

Group reflection Superior overview of the arguments, including review of areas where improvements possible. Very good overview of the arguments, including review of areas where improvements possible. Very effective overview of the arguments, including review of areas where improvements possible. Effective overview of the arguments, including review of areas where improvements possible. Insufficiently and/or inconsistently addressed. ________________________________________ Referencing Style • Harvard (author-date) ________________________________________ Submission Group ________________________________________ Learning Outcomes Assessed • Develop a body of knowledge of research principles and methods applicable to key aspects of critical thinking and reasoning • Critically analyse and synthesise complex information, problems, concepts and theories and to apply creative decision-making approaches to address business issues and problems • Develop the capability to make effective and timely decision

Conclusion Clear and concise summary with effective links to the introduction and body of the presentation. Clear and concise summary of the presentation with links to the introduction and body of the presentation. The conclusion provided links to the introduction and body of the presentation, but was not concise or unclear at times. The conclusion provided some links to the introduction and body of the presentation, but was not concise or unclear. No conclusion or no links established to the introduction and body of the presentation. Visual Aids The visual aids are well designed and confidently used, which effectively support and add impact to the presentation. The visual aids are well designed, confidently used and effectively support the presentation. The visual aids are well designed and effectively support the presentation. The design of the visual aids are satisfactory or the aids are at times unrelated to the message presented. No visual aids are used, the visual aids are poorly designed or they are largely unrelated to the message presented.

Organisation of presentation Presents information and ideas in a logical and interesting sequence which the audience can easily follow. The student has a clear voice, is expressive throughout the presentation. Presents information and ideas in a logical sequence which the audience can follow. The student has a clear voice, is expressive at times during the presentation. Presents information and ideas at a reasonable level of logical sequence which the audience finds difficult to follow at times. The student has a clear voice, but is not expressive and/or pronounces some words incorrectly. Presents information and ideas at a basic level of logical sequence which the audience generally finds difficult to follow. The student's voice is: not clear at times; not expressive and/or the student pronounces a number of terms incorrectly. Presents information in a poorly developed and illogical sequence which the audience cannot follow. The student mumbles, incorrectly pronounces terms, is not expressive and cannot be heard by a majority of audience members.

Arguments are framed and articulated well from the beginning at all stages of the debate Superior framing and articulation of all arguments. Very convincingly framed and articulated. Convincingly framed and articulated. Effectively framed and articulated. Poorly framed and articulated. Arguments put forward by the opposition are effectively refuted and strong evidence is used. Superior refutations and use of evidence throughout. Very convincingly refutes and uses evidence. Convincingly refutes and uses evidence. Effectively refutes and uses evidence. Insufficiently addressed.

Assessment Due Date Week 11 Monday (21) 5:00 pm AEST Only one member of the group needs to submit the PowerPoint slides and the Group Review ________________________________________ Return Date to Students ________________________________________ Weighting 30% ________________________________________ Assessment Criteria ey Criteria Exceeds Expectations Exceeds Expectations (Distinction) 75 - 84% Meets Expectations Meets Expectations Below Expectations (High Distinction) 85-100% (Credit) 65 – 74% (Pass) 50 – 64% (Fail) below 50% Introduction Topic, key points and purpose of the presentation is introduced in a clear and interesting way which captures the audience's attention. Topic, key points and purpose of the presentation is introduced in a clear and interesting way. Topic, key points and purpose of the presentation is introduced with clarity. Topic introduced, but the introduction is underdeveloped in terms of key points and/or purpose of presentation. No topic, key points and/or purpose is introduced or the introduction is irrelevant to assessment item.