Send the exact assignment or rubric from your classroom and a custom sample written to it lands in 24 to 48 hours, the first one free. EE5013 is ACE’s Arts, Technology, and Wellness Integration course. It centers on making music, movement, visual art, digital tools and student wellbeing carry academic content instead of decorating it. Searches like "ee 5013 module 4 assignment example", "EE5013 sample paper", and "EE5013 module samples" land on this page.
What EE5013 is really about
Integration is the whole argument in EE5013. Anyone can attach a song to a science lesson or open a drawing app at the end of a reading block; the course asks what the song teaches that the lesson could not teach without it. Arts integration here means the art form carries content and is itself learned, not that it fills ten spare minutes. Technology is judged the same way, by what it lets learners do that paper does not. Wellbeing gets the treatment teachers find hardest to write, because movement, breathing routines and social-emotional practice have to be planned as part of learning rather than as recovery from it.
The six modules typically take one strand at a time before combining them. Early modules often want a single integrated lesson with the art form named precisely, meaning a specific medium, technique or musical element rather than art in general. Middle modules in many sections bring in a digital tool with a stated instructional purpose and a plan for children who cannot reach it from home. Later modules usually widen to wellbeing across a whole school day, and to how integration gets defended to a principal or a family. Writing quality matters more here than in most methods courses, because the case for integration is easy to assert and hard to evidence.
What EE5013’s assessments ask for
Assignments in EE5013 ask you to name the thing precisely and then justify it twice, once against the academic standard and once for the strand you brought in. A plan saying learners will use technology to show understanding comes back marked; a plan saying learners will record a short spoken explanation of their thinking, replay it, and revise it is doing the work. Discussions press on access, on who actually participates, and on whether a wellbeing practice is being used for behavior management rather than for learning. Rubrics reward specificity about materials, grouping and the artistic or physical skill being developed, and they expect a source on integration rather than a general education citation.
Where students lose points in EE5013
The most expensive mistake is the activity chosen because it will go well. Children love the app, the song is catchy, the movement break resets the room, and none of that tells a reviewer what was learned or which standard advanced. Decorative technology is the flagship version: a slideshow, a poster maker or a quiz game producing color and noise while the thinking stays exactly where it sat on paper. The second loss is a strategy asserted with no grounding, where music or movement is claimed to improve retention with no learning theory and no study behind the claim. Both are cured by one honest sentence per choice.
The EE5013 drawers
EE5013 Module 1 assignment example
Module 1 often asks for one arts-integrated lesson with the medium named precisely. On request, free, 24-48h.
EE5013 Module 2 assignment example
Module 2 typically brings in a digital tool and the instructional purpose it serves. On request, free, 24-48h.
EE5013 Module 3 assignment example
Module 3 in many sections plans a wellbeing practice as learning, not recovery. On request, free, 24-48h.
EE5013 Module 4 assignment example
Module 4 often tests access, asking who is shut out by devices, materials or physical demands. On request, free, 24-48h.
EE5013 Module 5 assignment example
Module 5 usually combines two strands in one lesson without letting either turn decorative. On request, free, 24-48h.
EE5013 Module 6 assignment example
Module 6 typically defends the integrated plan to an audience outside your own grade level. On request, free, 24-48h.
Your classroom shows something else?
American College of Education revises courses; module counts and deliverables shift between terms. Send what your classroom shows and the desk matches it exactly.
Using a EE5013 sample the right way
Read an EE5013 sample for its justifications rather than its activities, since the activities belong to somebody else's grade level and supply cupboard. Notice how the writer names a medium instead of the arts, states what the digital tool made possible, and ties a wellbeing routine to attention or regulation with a source behind it. Then run your own idea through the same three questions before drafting: what does this teach, what would be lost without it, and who cannot take part as written. Ask for a sample near your grade band, because integration arguments for kindergarten and fifth grade look nothing alike.
How these samples are written
Every sample on this grid is written the way the custom ones are: the rubric decoded row by row, the three-gate discipline applied, instructions, rubric, originality, and format shipped exact. ACE revises courses; a custom request is always written to the rubric in YOUR classroom, never from a stale template.
EE5013 questions, answered
Does a popular quiz app count as technology integration in this course?
Only if it changes what learners can do. A quiz app drilling the same recall a paper page would drill is decoration with a scoreboard attached. Write the sentence saying what the tool made possible, such as recording, revising or comparing thinking over time, and if no honest sentence exists, choose a different tool or drop it.
How do I show a wellbeing practice is instructional and not just a break?
Plan it with an objective and a way to see whether it worked. A breathing routine before a hard set of problems can be tied to persistence, and you can note how many children kept working afterward. Without that, reviewers read the routine as behavior management, which is legitimate teaching but not what this course is grading.
Do I really need cited research for an arts strategy that clearly works with my children?
Yes, because the argument is graded as much as the practice is. An assertion that singing aids memory needs a source saying so, ideally one about the age and content you teach. A single well-chosen study behind each strand is usually enough, and it keeps the plan from reading as personal preference dressed up as method.