assessment 3 diversity ( only Michael smith)
sega_danos
assessmetn_3_questions.docxAssessment 3: Folio (2000 words)
Assessment Overview
The 21st century primary school is a very diverse space. You may teach children from a range of different cultural backgrounds; refugee children, migrant children, children living in poverty, children caring for parents and family members, children who are battling with mental health issues or issues with their own sexuality. As an effective inclusive primary school teacher, you must demonstrate an understanding of how you can meet the needs of diverse learners. This assignment requires you to work through two case studies on diversity, equity and inclusion and respond with a report detailing your problem-based learning process, findings and advice.
Unit learning outcomes
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes: 1. Identify and critically reflect upon historical bias and stereotypes through a social justice lens 2. Analyse the range of additional needs that impact on children, adolescence and their families 3. Critically evaluate policies, practices and legislation in relation to diversity, equity and inclusion 4. Compare and evaluate, teaching and pedagogical approaches for diversity, equity and inclusion 5. Demonstrate an understanding of strategies for diversity, equity and inclusion through a community of practice perspective.
Assessment details
Create a folio that responds to two case studies
Case study 1 (1000 Words Excluding references) (minimum of 10 references)
Mental health and wellbeing
Michel is starting primary school this year. He is six years old. He repeated four-year-old kinder due to selective mutism. Michel’s parents have been taking him to see a child psychologist for the past two years. He still refuses to speak in social situations but he will play with other children, and speaks to his family in the home environment where symptoms of his anxiety are minimal. Michel has an older brother, called Andre, in Grade 2 at the same school, and he is progressing well. Michel has been to the orientation days for the new foundation students and he would not look at the teacher, or answer any questions. He is familiar with the school because his brother has been there for three years.
Requirements
Your report for each case must include the following components: 1. An analysis of the additional needs identified in the case. 2. A description of any historical bias or stereotyping that may influence the case. 3. An evaluation and comparison of pedagogical approaches that would address the identified additional needs. The criteria for the case study include at least two relevant teaching approaches and describe and compare their features, strengths and limitations. 4. An evaluation of policies, practices and legislation that relate to the case. 5. A description for how a community of practice perspective would address diversity, equity and inclusion for the case. You must justify your response and approaches by making links to published academic sources, policy and legislation, appropriately cited in APA format.
References you should use for case 1
http://www.responseability.org/
http://www.safeschoolscoalition.org.au/
http://www.education.vic.gov.au/Documents/school/principals/spag/safety/protectionofchildren.pdf
https://aifs.gov.au/cfca/publications/australian-child-protection-legislation
http://www.australiancurriculum.edu.au/studentdiversity/pdf/studentdiversity
Case study 2 (1000 words excluding references) (minimum of 10 references)
Contemporary families
Julie is nine years old and is in Grade 4. Her father has been in jail for the past 6 years. She never talks about him to anybody. Julie has an older sister, called Janine, in Grade 6. They often get into fights in the playground and have to be separated by the teachers. Julie is currently living with her Auntie who lives in a suburb 15kms away from the primary school that she attends. She has to take the bus to school every day. Julie would prefer to live with her grandparents, but her grandfather is in hospital and he is quite ill. Julie’s mother has a mental illness and has not been able to care for her daughters for the past two years. Julie regularly sees her mother.
Your report for each case must include the following components: 1. An analysis of the additional needs identified in the case. 2. A description of any historical bias or stereotyping that may influence the case. 3. An evaluation and comparison of pedagogical approaches that would address the identified additional needs. The criteria for the case study include at least two relevant teaching approaches and describe and compare their features, strengths and limitations. 4. An evaluation of policies, practices and legislation that relate to the case. 5. A description for how a community of practice perspective would address diversity, equity and inclusion for the case. You must justify your response and approaches by making links to published academic sources, policy and legislation, appropriately cited in APA format.
References that should be include in case 2
This is the same evidence above just for the policies so you would need 10 more references other than the ones I have
http://www.education.vic.gov.au/Documents/school/principals/spag/safety/protectionofchildren.pdf
http://www.australiancurriculum.edu.au/studentdiversity/pdf/studentdiversity
Folio format
Your folio must be compiled as a single Word document, with the two separate reports clearly delineated. Third person voice should be used for both reports.
All resources referred to in your folio must be included in a reference list, appropriately formatted in APA style. This reference list will not be included within the word count for the assignment.
Extra information (Key terms)
Problem Based Learning Approach
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem.
What teaching approaches link with Problem-Based learning approaches?
Historical bias: Inclination or prejudice for or against one person or group, especially in a way considered to be unfair.
Stereotyping: Is a thought that can be adopted about specific types of individuals or certain ways of doing things. These thoughts or beliefs may or may not accurately be reflected.
Legislation: Relates to the laws in relation to the topic
Policies: Specific policies that relate to each content area. Including state and school based policies
Practices: School based practices that relates to the context.
Communities of practice refers to groups or networks of people, potentially across discipline areas or service, working together to solve problems and act through resolutions. Consider the arenas of inclusion/exclusion. Who may be involved within a communities of practice model if you were working in a multi-disciplinary team to tackle bias, stereotyping and discrimination in the defined arenas: e.g. social workers, health workers, medical professionals? What role may you have as a teacher?
Inclusion: The action or state of including or of being included within a group or structure
Equity: The quality of being fair and impartial
Social Justice: Is the fair and just relation between the individual and society
Diversity: The state of being diverse or different
Marking rubric
Pass [P 50-59%]
All aspects of the task have been completed, and the requirements of all criteria have been met at a satisfactory level. All work is original, except where the works of others have been integrated and referenced according to APA conventions.
· The folio includes responses to two case studies, clearly delineated in the submitted document.
· Both case study responses include an analysis that correctly identifies key elements of the additional need and its impact on the child’s education.
· Both case study responses describe relevant historical biases or stereotypes that are relevant to the case.
· Both case study responses identify at least two relevant teaching approaches and describe and compare their features, strengths and limitations.
· Both case study responses evaluate the key elements, strengths, limitations and issues raised by the application of relevant policy, practices and legislation.
· Both case study responses provide a basic description for how a community of practice perspective is incorporated.
· There is evidence of the use of scholarly material, policy and legislation to support arguments. Works cited are consistent with APA conventions.
· There is adherence to relevant conventions of English and an appropriate degree of structure and formality. The work has been proofread so that most typographical and spelling errors are eliminated, and any errors that are present do not detract substantially from the communication of ideas.
· A reference list is included, formatted in APA style.
Credit [C 60-69%]
To be awarded a Credit, the work must fulfil all of the requirements of the Pass level, but with more sophistication
· Both case studies within the folio demonstrate a sound understanding of the relationships between additional needs and their educational impact, the role of historical biases and stereotypes in perpetuating these needs, and the policy, practices and legislation designed to support the children in the case studies.
· Across both case studies, the evaluation and comparison of a range of teaching approaches demonstrates a sound understanding of the connections between additional needs and the pedagogical approaches that support diversity, equity and inclusion.
· A community of practice perspective is evident across most aspects of the folio.
· A range of relevant scholarly material, policy and legislation is cited in APA format.
· The writing is concise, and word choice is deliberate. Meaning is communicated effectively and efficiently, without superfluous words, phrases and sentences.
Distinction [D 70-79%]
To be awarded a Distinction, the work must meet all the requirements of the Credit level, but with more insightful analysis, critical evaluation, and capacity to engage an audience, and competence in written communication.
· Both case studies within the folio present an insightful and precise analysis and evaluation that demonstrates strong connections between the educational impacts of additional needs, related historical biases and stereotypes, relevant policy, practices and legislation, and pedagogical approaches that support diversity, equity and inclusion.
· A community of practice perspective is thoroughly integrated into all aspects of the folio.
· The work provides evidence of a broad range of wider research.
· Effective language use is a feature of the work. Errors in spelling, punctuation and grammatical construction have been addressed through careful proofreading. The work is written with sensitivity for its audience and consideration of the impact of choices in terms of language and tone.
High Distinction [HD 80-100%]
To be awarded a High Distinction, the work must meet all the requirements of the Distinction standard, outlined above, and then must go beyond that.
· The work incorporates a high degree of critical understanding through the analysis and evaluation of additional needs and the ways they can be supported in the classroom, demonstrating an insightful vision of how diversity, equity and inclusion will be incorporated into future practice as a primary teacher.
· Across all sections, the writing is concise and logical, with richly integrated ideas that convey meaning and purpose. The reference list shows evidence of extensive reading and is accurately put together.
