Teaching Diversity in Primary school

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Teaching Diversity in Primary school

Part A: Case analysis (500 words)

Read the hypothetical reports and choose one to analyse.

Child A Child B Child C
Michael is a ten year old who was born with a medical condition that means that he has minimal function of his legs, and he needs to move about with the assistance of a wheelchair.  Michael is in Grade 4 in his local primary school.  Michael is an excellent swimmer and aims to swim at the Olympics in the future. Amara came to Australia as a refugee when she was three.  She did not have access to medical interventions when she was a baby and, as a result of disease in early childhood, she now has impaired vision. Amara is five and starts school next week.  She loves music. Meilin has been diagnosed with the condition of Auditory Neuropathy Spectrum Disorder.  She spent the first seven years of her life in Northern China. She is now starting Grade 3. The condition has affected the development of her language and speech.  Specialist doctors are considering Meilin for a cochlear implant. She loves to paint and draw.
Child D Child E Child F
Trent has been diagnosed, by a pediatrician, as having Oppositional Defiant Disorder (ODD).  He has recently moved to a new school and will be placed in a Grade 1/2  class, although he is Grade 1.  He loves everything there is to know about cars, spiders and the Richmond Football Club. Stephanie is a very popular student.  She is twelve and in Grade 6.  She is looking forward to attending the forthcoming school camp.  She has a mild intellectual disability. Stephanie has a teaching aide that assists her with her work in the classroom.  Stephanie loves animals and has a dog called Jeffery, a cat called Samuel and two goldfish called Ben and Bob. Nic has been diagnosed as being on the autistic spectrum.  He is now ten and in Grade 5.  He has been learning the saxophone for the past two years and has already completed several music exams with high distinction.  Nic has a teaching aide to assist him in the classroom.

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Within your analysis you will need to:

  • Identify and describe the particular additional needs of the child in the case
  • Describe the impact these needs are likely to have on the child’s education
  • Evaluate any policies, practices and legislation that impact on the child’s case.

Part B: Amended lesson rationale (1000 words for part 3)

The focus of this section of the assignment is to amend an existing lesson in order to meet the additional need from Part A.

  • Select a lesson plan

Begin by selecting a lesson plan you have developed in a previous unit. It could be from:

  • one of your professional experiences: EDU60015 Supervised Professional Experience 1 or EDU70015 Supervised Practicum 1
  • one of the EDU7xxx units focused on a particular discipline.

When selecting an appropriate lesson, make sure that it will be impacted by the additional need in your selected case. For example, a child with a physical disability may not have any trouble participating in a classroom-based activity but will struggle with a more active outdoor task.

If you are having trouble identifying a suitable lesson plan, or are not sure if the one you have selected is appropriate, please contact your eLA.

Note that you will not be assessed on the lesson plan itself – it is only the rationale for adaptation that will be assessed.

  • Adapt the lesson

Think about how you would adapt the lesson in order to meet the specific additional needs of the child in the case study. Then write a 1000 word rationale to justify your changes. This rationale must include:

  • the age of the child and Australian Curriculum level you are planning for
  • a description of the specific adaptations you have made to the lesson
  • an explanation for how these adaptations support the child’s learning
  • an evaluation of the pedagogical approaches that underpin these adaptations and why they are appropriate in meeting the additional needs of the child while also continuing to serve the needs of the other children in the class.
  • a description for how you have incorporated a community of practice perspective into the lesson
  • a conclusion that reflects on the original analysis from Part A.

You must justify your response and approaches within both parts of this assignment by making links to published academic sources, policy and legislation, appropriately cited in APA style.

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Remember that as well as meeting the specific additional needs of the identified child, your amended plan must also be appropriate for all children in the stated age group.

Assignment format

Your artifact analysis must be compiled as a single Word document, with both sections clearly delineated. Third person voice should be used for both sections.

Your original lesson plan must be included as an appendix within the submission. All resources referred to in your assignment must be included in a reference list, appropriately formatted in APA style. Neither the lesson plan or reference list will be included within the word count for the assignment.

Points to consider:

Lesson Plans

  • When selecting an appropriate lesson, make sure that it will be impacted by the additional need in your selected case. For example, a child with a physical disability may not have any trouble participating in a classroom-based activity, but will struggle with a more active outdoors task.
  • Remember that as well as meeting the specific additional needs of the identified child, your amended plan must also be appropriate for all children in the stated age group.

Rationale

The rationale must include:

  • The age of the child and the Australian Curriculum level that has been outlined in the lesson plan.
  • A description of the specific amendments that you have made to the lesson plan.
  • An explanation as to how the amendments to the lesson plan support the child’s
  • An evaluation of the pedagogical approaches that underpin these amendments, which includes and explanation as to why they are appropriate in meeting the additional needs of the child, whilst also continuing to serve the needs of the other children in the class.
  • A description as to how a community of practice perspective has been incorporated into the lesson plan.
  • A conclusion that reflects on the original analysis from part A.

You must justify your response and approaches within both parts of this assignment by making links to published academic sources, policy and legislation, appropriately cited in APA format.

All resources referred to in your assignment 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.

Assignment criteria

  1. Analysis of the selected additional need.
  2. Evaluation of policies, practices and legislation related to the selected additional need.
  3. Evaluation of pedagogical approaches to support the additional need.
  4. Application of a community of practice perspective.
  5. Use of appropriate writing conventions.

Your work will be assessed using the following marking guide:

Grade Descriptor
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 artefact analysis includes both a case analysis and an amended lesson plan rationale, clearly delineated in the submitted document.
  • The case analysis correctly identifies key elements of the additional need and its impact on the child’s education.
  • The case analysis includes an evaluation that identifies key elements, strengths, limitations and issues raised by the application of relevant policy, practices and legislation.
  • The amended lesson plan rationale identifies the age of the child and Australian Curriculum level being planned for.
  • The amended lesson plan rationale explains how the amendments to the lesson support the identified additional needs while not disadvantaging the other students in the class.
  • The rationale includes an evaluation that identifies the key features, strength and limitations of the pedagogy that underpins the lesson plan amendments.
  • The rationale provides a basic description for how it incorporates a community of practice perspective.
  • 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.

  • The case analysis demonstrates a sound understanding of the relationships between additional needs, their educational impact, and the policy, practices and legislation designed to support them in the classroom.
  • The rationale integrates ideas from the case analysis in order to demonstrate connections between the additional need, the lesson amendments designed to support the child, and the pedagogical approaches that underpin these amendments.
  • A community of practice perspective is evident across most aspects of the rationale.
  • 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, capacity to engage an audience, and competence in written communication.

  • Both components of the artefact analysis present an insightful and precise analysis and evaluation that demonstrates strong connections between the educational impacts of additional needs, the related policy, practices and legislation, and the pedagogical approaches that support diversity, equity and inclusion.
  • A community of practice perspective is thoroughly integrated into all aspects of the rationale.
  • 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.

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