FACULTY OF EDUCATION Education Victoria St Patricks, Melbourne SEMESTER 2 EDFD547/447: Diversity in the Classroom UNIT OUTLINE

Credit points: 10 Prerequisites / co-requisites / incompatibles: Nil Lecturer in Charge: Dr Geraldine Larkins RSJ Office location: 4.14 Email: Geraldine.Larkins@acu.edu.au Telephone: 03 9953 3262 Contact me: Please contact me via email. Emails will be responded to as soon as possible during working hours. Description: The aim of this unit is to develop pre-service teacher knowledge, understanding, and skills in creating inclusive classrooms to effectively meet the educational needs of all students. The broader social and cultural context of schools, including the National Safe Schools Framework will be addressed. Pre-service teachers will investigate theoretical perspectives and best practice to develop their knowledge of strategies for addressing the needs of a diverse range of students: Aboriginal and Torres Strait Islander students, students with special educational needs, students from language backgrounds other than English, students with challenging behaviours, and gifted and talented students. Individual states will place particular emphasis on one or more of these areas to reflect employment requirements. Teaching team: Lecturer Name: Office location: Email: Telephone: Dr Jonathon Sargeant 4.62 Jonathon.Sargeant@acu.edu.au (03) 9953 3291

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Lecturer Name: Office Location: Email: Lecturer Name: Office Location: Email:

Stewart Robinson Sessional Tutor Stewart.Robinson@acu.edu.au Christine Ireland Sessional Tutor Christine.Ireland@acu.edu.au On campus

Mode/attendance pattern: Duration: 10 week-semester

You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation.

In order to achieve the learning outcomes and pass this unit, you are expected to access the information provided in the unit and actively participate. Each week you are required to complete the readings and attend all the tutorials (a maximum of two tutorials may be missed due to ill health with a medical certificate or due to serious personal circumstances) You also need to access the lecture material by: 1. attending and participating in all of the lectures or 2. accessing the lecture material online and responding to the lecture questions via LEO (Two lectures will not be recorded and these must be attended in person please check the schedule and the LEO site for further information) or 3. a combination of the two. You are also required to complete both the assessment tasks and obtain a combined score for the two tasks of at least 50 marks. If these requirements are not met you will fail the unit. The Lecturer-in-Charge and tutors will keep attendance records. You are being inducted into the education community through your participation in the Graduate Diploma in Education/Master of Teaching Secondary or Bachelor of Teaching Bachelor of Arts course. For this reason, attendance at lectures and tutorials is important. Through attendance, you contribute to meeting the unit learning outcomes. These will be deemed to have been partially met by attendance at and participation in classes and LEObased work for this unit. To be deemed to have met unit objectives, attendance is therefore
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compulsory for all of the lectures (either face to face or through recordings and LEO activities) and as stated above a maximum or two tutorials may be missed for serious reasons. All students are encouraged to attend all classes. An attendance roll will be taken for every class, and it is your responsibility to ensure you have been correctly marked as present before the end of the tutorial and lecture. If you do not enact this responsibility, your absence will stand. Please do not put your fellow pre-service teachers in awkward positions by asking them to sign the attendance roll for you if you are absent. This behaviour is in conflict with the ACU Academic Honesty Policy. This behaviour is also unprofessional. It is not possible to provide make up work for missed classes (unless in very exceptional circumstances please ensure that you make an appointment to meet with the LIC Geraldine Larkins if you believe that your circumstances are exceptional). If you are unable to attend a lecture or tutorial, you need to show Geraldine Larkins your ORIGINAL medical certificate or relevant documentation, and provide a copy of the documentation. Sending an email to the LIC (if possible) that informs of your absence is appreciated and also demonstrates one way that you are enacting professionalism as a future educator. If these attendance requirements are not met, you will fail the EDFD547 or 447 unit. If you believe you may not be able to meet this attendance requirement, you MUST discuss your situation with the LIC. You may be advised to withdraw from the EDFD547/447 unit. LEARNING OUTCOMES The Graduate Diploma of Education/ Master of Teaching (Secondary) or Bachelor of Teaching/Bachelor of Arts courses are professional programs that require development of particular attributes for accreditation purposes. Australian Professional Standards for Teachers Domains of teaching Professional Knowledge Standards 1. Know students and how they learn 2. Know the content and how to teach it 3. Plan for and implement effective teaching and learning Professional Practice 4. Create and maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning 6. Engage in professional learning Professional Engagement 7. Engage professionally with colleagues, parents/ carers and the community

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These are also included in the Learning Outcomes. On successful completion of this unit, you should be able to: 1. demonstrate knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to their histories and contemporary contexts using a variety of sources and particularly referencing local Indigenous perspectives (GA1,3); 2. reflect critically on the present responses, concerns and initiatives of, and with respect to Indigenous Australians in order to develop a greater understanding of contemporary issues, making reference to the protocols of consultation with, and involvement of, Indigenous communities in research/study, and/or teaching of Indigenous Studies (GA1,3); 3. demonstrate an understanding of the development and persistence of racism in Australia and a knowledge of strategies to support equity and social justice in the classroom (GA 1,3); 4. critically examine and articulate the principles and current international, national and state policies on inclusion and on special education and identify and describe a range of support networks and services within schools and the community to support the inclusion of students with special needs (GA1,3,5,8); 5. identify and demonstrate characteristics and skills required for effective collaborative consultation with a team of colleagues and parents to facilitate the effective inclusion of students with special needs (GA 1,5,8); 6. evaluate programs which utilise effective teaching strategies to cater for all students including those students with special needs and challenging behaviours in the regular classroom (GA 1,3,5,8); and 7. utilise the concept of a differentiated curriculum including strategies to achieve language and literacy outcomes for students with special needs and students from non-English speaking backgrounds (GA 5, 8).

GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected Graduate Attributes ACUs Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA1 GA3 GA5 GA8 demonstrate respect for the dignity of each individual and for human diversity apply ethical perspectives in informed decision making demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession locate, organise, analyse, synthesise and evaluate information

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CONTENT Topics will include: contemporary expressions of Indigenous cultures and lifestyles, including: spirituality, art, music and dance, languages, kinship and family contemporary Indigenous issues including: health, housing, education, land rights, law and policy, self determination and reconciliation indigenous histories and societies prior to European occupation - the evidence of Australian pre-contact history the history of government policies; Segregation and Protection; Establishment of Reserves and Missions; Assimilation, Integration, Movements towards Self Determination, and Reconciliation the place of Indigenous studies within the Australian educational context principles and policies of inclusion and Special Education at state, national and international level and links with the major outcomes of the broader social justice movement programming strategies for students experiencing difficulties with language and literacy outcomes instructional programming including how to adapt learning tasks/activities and assessment criteria, adapt teaching and learning strategies and adapt the classroom environment to effectively include students with special needs, students with challenging behaviours and students from non-English speaking backgrounds National Safe Schools Framework. National Framework for Values Education, QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the Student Evaluation of Unit (SEU) online surveys. Based on feedback from these evaluations the assessment tasks have been revised and more information provided. SEU surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SEU survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. SCHEDULE For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.
Lecture Week 1 Week Lecture Topics beginning 29th July Learning Readings to be Optional/ Outcomes completed prior Extended to the lecture Reading VIT Code of Keeffe and Conduct (on LEO) Carrington (2007) Chs 1 & 2 UN Rights of the child Foreman, (2011) Ch 1

Principles and policies of 3, 4 inclusion of all children into mainstream classrooms Legislation and National Frameworks Issues of racism

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Hyde, Carpenter and Conway Chs 1 &2 Elder (2003) Ch 19 (online)

5th August Australian Aboriginal cultures, lifestyles and (Please history in Victoria note week 2 and week 3 may be swapped depending on guest speaker availability please check LEO and emails) 2

1,2

Protection Board Report (on LEO)

Elder (2003) Chapters 1 and 9

2 5th August alternative Alternative online activity for History method students

Catering for differences Language and literacy outcomes (Short lecture and activities online) Explore the website of the International Reading Association http://www.reading.org/Gen eral/Default.aspx

6,7

Chapters 9 and 10 Westwood (2011) link to ebook on LEO

12th August Contemporary Australian Aboriginal issues (Guest Speaker this lecture will not be recorded)

1,2,3,6

Taking on Elder (2003) Collective Moral Chapters 18, 20 & Responsibility (On 21 LEO) Hyde, Carpenter and Conway Ch4

19th August PEP 16th September

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23rd The differentiated September curriculum and Universal Design for Learning

6,7

Westwood (2011) ch 14 ( eBook)

Loreman, Deppeler and Harvey (2011) Ashman and Ch7 Elkins Ch7

Keeffe and Carrington (2007) Chapters 8 & 9

30th Sept

AVCC Common vacation week 4,5,6,7 VELS: Students Hyde, Carpenter with Disabilities and Conway guidelines (link on (2011) Ch9 LEO) Foreman (2011) Ch12 VELS: ESL Companion (link on Loreman, LEO) Deppeler and Harvey (2011) Ch6

5 (Task 1 due Monday 7th October)

7th October Individual Learning Plans Multiple Intelligences and Blooms Taxonomy

14th October

Learner differences for students accessing the curriculum - student learning difficulties - ESL - refugees

4,6,7

Westwood (2011) Ch 1(ebook) Schools in for Refugees (link on LEO) Hyde, Carpenter and Conway Chs3, 6,

Listen to audios of Voices of Australia (link on LEO) Ashman and Elkins (2005) Chapter 7

21st October

Learner differences for students accessing the curriculum - Gifted and talented Learner differences for students accessing the curriculum - Students with a disability (Guest Speaker this lecture will not be recorded)

4,6,7

Hyde, Carpenter Ashman and and Conway Ch12 Elkins (2012) Chapter 3 Disability Standards for Education (link on LEO) Way with Words (on LEO) Hyde, Carpenter and Conway Chs9, 10 and 11 Bar None School Kit

28th October

4,5, 6

4th Models of behaviour November management Functional Behaviour analysis and School Wide Positive Behavioural Support

4,5,6

Positive Behaviour Support Introduction Video on www.pbis.org (link on LEO)

Kohn (2006) Any Bill Rogers books or videos Ashman & Elkins (2005) Chapter 5 Foreman (2011)

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Social and Emotional Learning

Chapter 6 Hyde, Carpenter and Conway (2011) Westwood (2011) Ch7 Ch 7 (eBook) Westwood (2011) Ch 8 (eBook) National Safe Schools Framework (on LEO)

10 (Task 3 due Friday 15th Nov)

11th Networks and services to November support inclusion Collaboration for effective inclusion (This lecture will be online only)

4,5

Student Support Group guidelines (on LEO)

Foreman (2011) Ch 12 Keefe and Carrington (2007) Chapter 12

ASSESSMENT In order to achieve the learning outcomes and pass this unit, you are required to access the information provided in the unit and actively participate. Each week you are required to complete the readings and attend all the tutorials (a maximum of two tutorials may be missed due to ill health with a medical certificate or due to serious personal circumstances) You also need to access the lecture material by: 1. attending and participating in all of the lectures or 2. accessing the lecture material online and responding to the lecture questions via LEO or 3. a combination of the two. You are also required to complete both the assessment tasks and obtain a combined score for the two tasks of at least 50 marks. If these requirements are not met you will fail the unit. The Lecturer-in-Charge and tutors will keep attendance records.

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The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. Learning Weighting outcome/s (%) assessed Graduate Attributes assessed

Assessment tasks

Due date

Task 1 Australian Aboriginal and Torres Strait Islander Education Task 2 Differentiating the curriculum for a case study student

Mon 7th October

45%

1,2,3

1,3

Friday 15th Nov

55%

4,5,6,7

1,3,5,8

Assignment 1 In this assessment task you will respond to the following questions What are the major issues in the education of Indigenous students? Are there specific strategies that have been identified to improve learning outcomes for Indigenous students? (see detailed requirements in the appendix) See table above See table above 2000 words The assessment task is designed for pre-service teachers to demonstrate that they have met the first three learning outcomes and have an understanding of indigenous perspectives and key elements contributing to the educational success of indigenous students. Please submit your assessment tasks through Assessment box 1 (for your tutorial group) on LEO Your assessment tasks and rubrics will be returned via LEO Please see appendix for a detailed marking rubric.

Due date: Weighting: Length and/or format: Purpose:

Learning outcomes assessed: See table above How to submit: Return of assignment: Assessment criteria:

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Assignment 2 Case study of a special learning needs student (see detailed requirements in the appendix) Due date: Weighting: Length and/or format: Purpose: See table above See table above EDFD547- 3000 words EDFD447- 2000 words This assessment task is designed for pre-service teachers to demonstrate that they have met learning outcomes 4 to 7. Please submit your assessment tasks through Assessment box 2 (for your tutorial group) on LEO Your assessment tasks and rubrics will be returned via LEO Please see appendix for a detailed marking rubric

Learning outcomes assessed: See table above How to submit:

Return of assignment: Assessment criteria:

REFERENCING This unit requires you to use the APA referencing system. See the Academic referencing page from the Office of Student Success (http://students.acu.edu.au/372091) for more details. ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available in the Library or on the ACU website at http://www.acu.edu.au/142401 The Unit Outline Resources page (http://students.acu.edu.au/241467) is a good starting point. Assessment Policy and Procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration (http://students.acu.edu.au/429796). If you have any queries on Assessment Policy, please see your Lecturer in Charge. Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at http://students.acu.edu.au/430029). Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available at http://students.acu.edu.au/343665. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course.
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Turnitin The Turnitin application (a text-matching tool) may be used in this unit, in order to enable: students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and teaching staff to identify areas of possible plagiarism in students written work. While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available at http://students.acu.edu.au/49758. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission, and the Turnitin Originality Report. STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Office of Student Success. Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations. Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews. The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists. Equity and Disability can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. Indigenous Units on each campus provide information and support for students. The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service. ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings/ discussion forums. http://leo.acu.edu.au/course/view.php?id=9624 TEXTS AND REFERENCES: Required text(s) Hyde, M., Carpenter, L., & Conway, R. (Eds.). (2010). Diversity and inclusion in Australian schools. Sydney, Australia: Oxford University Press.

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Westwood, P. (2007). (e-resource available through the library) Commonsense methods for children with special needs. (5th ed.) Abbingdon, England: Routledge. (Any other required readings will be provided on LEO or electronic resources) Recommended references Australian Institute of Aboriginal and Torres Strait Islander Studies. (2008). The little red yellow black book : An introduction to Indigenous Australia. (2nd ed.) Canberra: Aboriginal Studies Press, Ashman, A., & Elkins, J. (Eds.). (2009). Education for inclusion and diversity (3rd ed.). Sydney: Pearson. Attwood, B. (1996). In the age of Mabo: History, Aborigines and Australia, Sydney: Allen & Unwin. Broome, R. (2010). Aboriginal Australians: A history since 1788. (4th ed.) Crows Nest, NSW: Allen & Unwin. Broome, R. (2005). Aboriginal Victorians: A history since 1800. Crows Nest, NSW: Allen & Unwin. Horton,D. (Ed.). (1994). The encyclopaedia of Aboriginal Australia. Canberra: Aboriginal Studies Press. Bourke, C., Bourke, E., Edwards, B. (Eds.). (1998). Aboriginal Australia: An introductory reader in Aboriginal studies (2nd ed.). St Lucia QLD: University of Queensland Press. Brennan, F. (Ed.). (1992). Reconciling our differences: Christian approach to recognising aboriginal land rights. Melbourne: Aurora Books. Charlesworth, M. (Ed.). (1998). Religious business: Essays on Australian Aboriginal spirituality. Cambridge: Cambridge University Press. Elder, B. (2003). Blood on the wattle: Massacres and maltreatment of Aboriginal Australians since 1788 (3rd ed.). Sydney: New Holland Press. Foreman, P. (2011). Inclusion in action, (3rd ed.). South Melbourne: Cengage Learning. Harrison, N. (2011). Teaching and learning in Aboriginal education, (2nd ed.). South Melbourne, Vic: Oxford University Press. Hollingsworth, D. (2006). Race and Racism in Australia, (3rd ed.). South Melbourne: Thomson. Karten, T. J. (2010). Inclusion strategies that work: Research-based methods for the classroom. Thousand Oaks, CA: Corwin Press Kidd, R. (1997). The way we civilise: Aboriginal affairs - the untold story. St Lucia QLD: University of Queensland Press. Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting diversity in the classroom. Lynn, R. (1998). Murri Way: Aborigines and Torres Strait Islanders reconstruct social welfare practice. Queensland: Centre for Social and Welfare Research, James Cook University of North Queensland. Purdie, N., Milgate, G., & Bell, H.R. (Eds.).(2011). Two way teaching and learning: toward culturally reflective and relevant education. Camberwell, Vic: ACER Press.
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Rief, S. F., & Heimburge, J. A. (2006). How to reach and teach all students in the inclusive classroom. (2nd ed.). San Fransisco, CA: Jossey-Bass. Shaw, P. (2009). Seven seasons in Aurukun: My unforgettable time at a remote Aboriginal school. Crows Nest, Australia: Allen & Unwin Smith, C. M. M. (Ed.). (2006). Including the gifted and talented: Making inclusion work for more gifted and able learners. London: Routledge. Tomlinson, C. A. (2005). The differentiated classroom: Responding to the needs of all learners. Upper Saddle River, NJ: Pearson Education. Further references Human Rights and Equal Opportunities Commission. (1997). Bringing them home. Report of the national inquiry into the separation of Aboriginal and Torres Strait Islander children from their families. Sydney: Author. DEST (2003). Values education study. Melbourne: Curriculum Corporation. DEST (2005). National framework for values education in Australian schools. Canberra: Department of Education, Science and Training. Royal Commission into Black Deaths in Custody. (1991). Canberra: Commonwealth of Australia. National Board of Employment, Education and Training (1996). The Land Still Speaks: Review of Aboriginal and Torres Strait Islander Language Maintenance and Development Needs and Activities, Commissioned Report No 44. Canberra: Author. NSW Independent Commission Against Corruption. (1998). Report on Investigation into Aboriginal Land Councils in NSW. Sydney: Author. Centre for Social and Welfare Research. (1998). Murri way: Aborigines and Torres Strait Islanders reconstruct social welfare practice. Townsville: Author. Sullivan, P. (1995). Beyond native title: Multiple land use agreements and Aboriginal governance in the Kimberley, Canberra: Centre for Aboriginal Economic Policy Research. Extended reading If your understanding of Aboriginal and Torres Strait Islander Australians is limited it is recommended that you Visit the Koorie Heritage Trust (295 King St ,Melbourne corner of Lt Lonsdale St) And The Museum (Nicholson Street, Carlton Gardens, Melbourne) Websites http://www.atns.net.au/default.asp www.aiatsis.gov.au www.reconciliation.org.au http://www.aase.edu.au http://www.bced.gov.bc.ca
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http://www.macswd.sa.gov.au

Journals Australian Journal of Learning Disabilities Australasian Journal of Special Education Educational Leadership Exceptional Children International Journal of Disability, Development and Education Journal of Special Education Remedial and Special Education Special Education Perspectives Teaching Exceptional Children

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APPENDICES ASSESSMENT TASK 1 INDIGENOUS EDUCATION TASK 1: AUSTRALIAN ABORIGINAL PERSPECTIVES IN THE CLASSROOM (INDIVIDUAL TASK): EQUIVALENT TO 2000 WORDS (Please see annotated assessment task procedures on LEO for further explanation). Analyse the inclusion of indigenous perspectives in the AUSVels and Victorian classrooms. How does the inclusion of Indigenous perspectives benefit both indigenous and non-indigenous students? What other issues would need to be considered if teaching indigenous students? Are there specific strategies that have been identified to improve learning outcomes for Indigenous students? As one of the sources for this assessment task you are required to utilise a Professional Development Package available to schools online. These packages offer some practical insight into issues for Indigenous students. While we understand that you are not yet teaching in a school, use the workbook exercises to reflect on the needs of Indigenous students in schools and what you can do to improve your practice in your future teaching for all students: What Works The Work Program - http://www.whatworks.edu.au/ What Works The Workbook http://www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=399 Case Studies - http://www.whatworks.edu.au/dbAction.do?cmd=displaySitePage1&subcmd=select&id=34 Work your way through the site before doing this assignment. Also review the available downloads on this site. Your assignment should clearly reflect your utilisation of, and learning from a wide range of sources including the what works site. Your assessment task should make reference to: Historical perspectives The culture of Aboriginal and Torres Strait Islander people Contemporary Australian Aboriginal issues Racism Government policy and The implementation of this aspect of AUSVELS in schools
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In order to do this you may choose to: write an essay prepare a PowerPoint presentation (narrated or with notes). create a mindmap or poster create an audio create a podcast negotiate another form of presentation If you choose an option other than essay please refer to the Guidelines on Student Workload for size equivalences

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http://www.acu.edu.au/staff/our_university/directorates,_offices_and_their_units/learning_and_teaching_centre/resources/guidelines_on_stud ent_workloads Please include a copy of the rubric with your self assessment for the task. If you believe you should receive a Distinction or High distinction please include your justification.
Learning Outcomes and criteria being assessed Demonstrates knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to their histories (GA1,3); High Distinction Distinction Credit Pass Fail

The assessment task demonstrates a comprehensive knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to their histories

The assessment task demonstrates a well developed knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to their histories

The assessment task demonstrates a reasonable knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to their histories

The assessment task demonstrates some knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to their histories

The assessment task demonstrates limited knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to their histories

Demonstrates knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to contemporary contexts (GA1,3);

The assessment task demonstrates a comprehensive knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to contemporary contexts

The assessment task demonstrates a well developed knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to contemporary contexts

The assessment task demonstrates reasonable knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to contemporary contexts

The assessment task demonstrates some knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference to contemporary contexts

The assessment task demonstrates limited knowledge of, understanding and appreciation for the diversity of Australian Indigenous cultures with reference contemporary contexts

Uses a variety of sources particularly referencing local

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uses a comprehensive variety of sources particularly referencing

uses a well developed variety of sources particularly referencing

uses a reasonable variety of sources particularly referencing local

uses a variety of sources particularly referencing local Indigenous

uses a limited variety of sources with little reference to local Indigenous

Indigenous perspectives (GA1,3) Reflects critically on the present responses, concerns and initiatives of, and with respect to Indigenous Australians in order to develop a greater understanding of contemporary issues. Makes reference to the protocols of consultation with, and involvement of, Indigenous communities in research/study, and/or teaching of Indigenous Studies

local Indigenous perspectives The assessment task provides an in depth analysis of the inclusion of Aboriginal perspectives in the Victorian and National curricula drawing on research and public debate in the area.

local Indigenous perspectives The assessment task provides analysis of the inclusion of Aboriginal perspectives in the Victorian and National curricula drawing on research and public debate in the area. The assessment task demonstrates a well developed understanding of the protocols of consultation with, and involvement of, Indigenous communities in research/study, and/or teaching of Indigenous Studies The assessment task demonstrates a well developed understanding of strategies to support equity and social justice in the classroom The assessment task demonstrates a well developed

Indigenous perspectives

perspectives

perspectives

The assessment task provides some analysis of the inclusion of Aboriginal perspectives in the Victorian and National curricula drawing on research and public debate in the area.

The assessment task provides a limited analysis of the inclusion of Aboriginal perspectives in the Victorian and National curricula drawing on research and public debate in the area.

The assessment task does not provide analysis of the inclusion of Aboriginal perspectives in the Victorian and National curricula drawing on research and public debate in the area.

The assessment task demonstrates a comprehensive understanding of the protocols of consultation with, and involvement of, Indigenous communities in research/study, and/or teaching of Indigenous Studies

The assessment task demonstrates a reasonable understanding of the protocols of consultation with, and involvement of, Indigenous communities in research/study, and/or teaching of Indigenous Studies

The assessment task demonstrates some understanding of the protocols of consultation with, and involvement of, Indigenous communities in research/study, and/or teaching of Indigenous Studies

The assessment task demonstrates limited or no understanding of the protocols of consultation with, and involvement of, Indigenous communities in research/study, and/or teaching of Indigenous Studies

Demonstrates a knowledge of strategies to support equity and social justice in the classroom

The assessment task demonstrates a comprehensive understanding of strategies to support equity and social justice in the classroom

The assessment task demonstrates reasonable understanding of strategies to support equity and social justice in the classroom

The assessment task demonstrates some understanding of strategies to support equity and social justice in the classroom

The assessment task demonstrates limited understanding of strategies to support equity and social justice in the classroom

Demonstrates an understanding of the development and

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The assessment task demonstrates a comprehensive

The assessment task demonstrates reasonable understanding of the

The assessment task demonstrates a limited understanding of the

The assessment task demonstrates limited understanding of the

persistence of racism in Australia

understanding of the development and persistence of racism in Australia The assessment task covers all of the areas mentioned in the task in a comprehensive way to an extremely high level Historical perspectives The culture of Aboriginal and Torres Strait Islander people Contemporary Australian Aboriginal issues Racism Government policy The implementation of this aspect of AUSVELS in schools

understanding of the development and persistence of racism in Australia The assessment task covers all of the areas mentioned in the task demonstrating a high level of understanding Historical perspectives The culture of Aboriginal and Torres Strait Islander people Contemporary Australian Aboriginal issues Racism Government policy The implementation of this aspect of AUSVELS in schools

development and persistence of racism in Australia

development and persistence of racism in Australia

development and persistence of racism in Australia

Topic coverage

The assessment task covers most of the areas mentioned in the task or all areas demonstrating a good understanding of the content Historical perspectives The culture of Aboriginal and Torres Strait Islander people Contemporary Australian Aboriginal issues Racism Government policy The implementation of this aspect of AUSVELS in schools

The assessment task covers most of the areas described in the task or provides adequate information about each area.

The assessment task covers the areas mentioned in the task in a very limited way.

Recommendations

The assessment task makes recommendations for the future

The assessment task makes recommendations for the future

The assessment task makes recommendations for the future

The assessment task makes at least one recommendation for the future

The assessment task does not make a recommendation for the future

Structure and use of English

The assessment task is extremely well structured and succinct with no errors of grammar or spelling

The assessment task is well structured and succinct with few errors of grammar or spelling

The assessment task is mostly well structured and succinct with some errors of grammar or spelling

The assessment task is reasonably well structured and succinct but with errors of grammar or spelling

The assessment task is very poorly structured with many errors in spelling and grammar

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Word limits

The assessment task is completed within the word limit guidelines

The assessment task is completed within the word limit guidelines

The assessment task is completed within the word limit guidelines

The assessment task is completed within the word limit guidelines

The assessment task is not completed within the word limit guidelines

References

The assessment task cites a broad range of references (18 or more)

The assessment task cites 10-17 references

The assessment task cites 8-9 references

The assessment task cites 4-7 references

The assessment task has no or few references.

OTHER REQUIREMENTS

Very good improvement 2 3

Needs 4 5

COMMENTS

Appropriate use of APA 1 referencing style throughout text and reference list. http://www.acu.edu.au/student_r esources/office_of_student_suc cess/service_areas/academic_sk ills/referencing/apa/ Demonstrates accurate use of grammar, punctuation and spelling. Well structured, coherent and logical writing. General Comments: 1

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Appendix 2 Assessment task 2 (Common assessment task) (Individual Task) Word limit 3000 EDFD547, 2000 EDFD447 Develop a profile for a case study student with a special learning need. (Ideally based on a real student at your placement) Create a report which provides information about each of the following: EDFD447 include sections A-D EDFD547 include sections A-E
A. What are the most common issues regarding this case study student? Give a context for this student's learning needs. You may like to use an Inclusion Planning Matrix to do this (see link on LEO) Identify the students relevant characteristics Identify the impact of the characteristics in the classroom/school. These may reflect information from the school staff/ support staff, other students, community members and/or the student. B. How can I now put into practice what I have learned? http://unesdoc.unesco.org/images/0013/001365/136583e.pdf This 2004 UNESCO report explores curriculum differentiation for students with special needs. http://www.cap.nsw.edu.au/library Site has MI/Bloom grids on different topics. Note some inaccuracy re Bloom levels & MI activities http://www.bounceback.com.au/articles Site has research paper on integrating MI and Bloom. All areas well supported by research Using a Universal Design for Learning approach on an Eight Ways At Once MI/Bloom blank sheet (approx.one A4 page) write a set of ten activities in a curriculum area/topic and include the theme of difference and diversity. Identify the key syllabus outcomes for the whole class. Write 10 different learning activities (for whole class) that teach the key concepts and engage different intellectual domains and different levels of thinking (MI/Bloom) ensuring each level of thinking on the Bloom Taxonomy is addressed. Make sure you write the activities in a way that others would understand what to do if given the task. Use a different topic to CAPs website. Discuss two benefits of a differentiated unit of work for your case study student. Support this with research (approx. half A4 page). Outcome: Write one outcome for the lesson that includes reference to what you wish the case study student to achieve in terms of, for example, Curriculum content; Literacy; Social skill and/or Behaviour skill. Briefly outline the lesson steps for the whole class. Individual Learning Plan

C. How will I differentiate a lesson for my whole class with adaptations and assessments for my case study student? Drawing from what you have learned from your readings, lectures and tutorials: Format an A4 page as shown opposite.
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 Choose an activity from your MI/Bloom plan & develop a lesson for your class with a planned SMART outcome for your case study student. Show how you would adapt the task, teaching, resources and environment to facilitate and assess your case study students inclusion. Includes clear understanding and reference to related legislation/policy documents relevant to the case study student (approx. half A4).

Specific Indicator Using the SMART approach, write specific behavioural objectives that clearly outline what you will expect your case study student to achieve

Adaptations/ Strategies

Assessment

D. Classroom Observations and Reflection Critically reflect on ways you are continuing to learn about teaching students with additional needs.

Adaptations and How will your case strategies that study students include the case progress be study student assessed? Be effectively. Include specific and link the use of support assessment directly personnel and to the SMART peer support as outcome and appropriate indicators. Write a 500 word critical analysis reflecting on the lessons observed on your placements. How did your mentor teachers cater for the different needs of students in your classes? Your reflections should include clear knowledge of differentiation to cater for the needs of the diversity of students in the classroom and clear links to the literature based around the curriculum areas for your observations (refer to the Unit Schedule).

For EDFD547 only E. Reflection on strategies in practice Critically reflect on ways you can successfully implement different co-operative learning strategies to include students with differing needs. Research four different cooperative leaning strategies. Critically reflect on how these strategies could support the needs of students with four different special learning needs, including the implementation issues and adaptations needed for each specific cooperative leaning strategy. Support with research (1000 words).

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Assessment Task 2 (Common assessment task): Rubric for Case Study Students Name:
Fail Pass

OVERALL GRADE: __________

Credit Distinctions

Context of case study student

Very limited identification of characteristics, impact & learning needs of student; poor linking of information with little research.

Clear identification of some possible characteristics, impact & learning needs of student; sound information supported quite well by some credible research. A sound unit of work, linking to syllabus outcomes and theme well; shows a broad application of Universal Design for Learning, MI and Bloom with beginning analysis of the benefits of differentiation for case study student with basic research support.

Extended identification of characteristics, impact & learning needs of student; some good analysis supported very well by credible research.

Unit of work

Unit of work has limited links to syllabus outcomes and theme, with cursory understanding of Universal Design for Learning, MI and Bloom & very limited analysis of the benefits of differentiation for case study student with little research support.

A complete unit of work linking syllabus outcomes and theme very well and shows a very good application of Universal Design for Learning, MI and Bloom with deep analysis of the benefits of differentiation for case study student with extensive research support.

Lesson/ILP

Outcome/indicators not in SMART format. Plan does not flow well. Adaptations reflect limited analysis of the students needs or understanding of the classroom possibilities. Limited assessment strategies with few links to outcome.

Outcome/indicators mainly in SMART format and relates well to student. Ideas in plan presented logically and concisely. Adaptations reflect beginning analysis of the students needs balanced by a sound understanding of the classroom possibilities. Sound assessment strategies linking directly to outcome.

Outcome/indicators in SMART format and relates very well to student. Very engaging ideas in plan presented logically and concisely. Adaptations reflect deep analysis of the students needs balanced by a very good understanding of the classroom possibilities. Very appropriate assessment strategies & links to outcome.

An excellent complete picture of students characteristics, impact and learning needs with analysis demonstrating complexity of concerns; all supported extensively by very wide range of current, relevant & credible research. An excellent, creative and original unit with great links between syllabus outcomes and theme & shows an outstanding application of Universal Design for Learning, MI and Bloom; an extensive analysis of the benefits of differentiation for case study student with a very wide range of relevant research evidence to support ideas. Outcome/indicators in SMART format & relates superbly to student. Outstanding and engaging ideas in plan presented logically and concisely. Adaptations reflect a very deep analysis of the students needs balanced by an excellent understanding of the classroom possibilities. Very creative assessment strategies & links to outcome.

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Legislation/ Policy

Limited/no understanding and poorly considered/no connections to related legislation/policy documents relevant to your case study student Limited, poor or no use of observations and materials to reflect upon. Demonstrates limited analysis of inclusion issues and practices with limited support of the research.

Satisfactory understanding and some connections to related legislation/policy documents relevant to your case study student Explicit level of reflection of the chosen areas, generally describing the scene. Some thoughtful reflection on what these mean for classroom and personal teaching practice supported by some current research and resources. Good description of a range of possible issues and some very sound adaptations considered. Some good research support. Writing is well focused organised and concise, general adherence to word limits with sound English expression and mostly correct referencing.

Good understanding and clear connections to related legislation/policy documents relevant to your case study student Explicit, accurate, thoughtful level of reflection, analysing the selected areas for observation and what these mean for classroom and personal teaching practices supported by an extensive range of current research and resources. Very good consideration of a range of possible issues and some very well thought through adaptations. Relevant research support. Writing is very well focused, organised and concise adherence to word limits with academic English expression and correct referencing.

Comprehensive understanding and excellent/insightful connections to related legislation/policy documents relevant to your case study student Explicit, accurate, high level insightful ability to reflect and critically analyse the selected areas for observation and what these mean for classroom and personal teaching practice supported by an extensive and critically relevant range of current research and resources. Excellent analysis of a range of possible issues and outstanding creative and workable adaptations. Extensive research support. Excellently focused, organised and concise writing in word limits with excellent academic English expression and correct referencing throughout.

Classroom Observations and Reflections

Reflection on strategies in practice (EDFD547 only)

Very limited understanding of implementation possibilities for students with differing needs.

General

Writing is not focused, organised and concise, poor adherence to word limit with poor English expression and incorrect referencing

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OTHER REQUIREMENTS Appropriate use of APA referencing style throughout text and reference list. http://www.acu.edu.au/student_resourc es/office_of_student_success/service_ areas/academic_skills/referencing/apa/ Demonstrates accurate use of grammar, punctuation and spelling. Well structured, coherent and logical writing.

Very good 1 2 3

Needs improvement 4 5

COMMENTS

1 1

2 2

3 3

4 4

5 5

General Comments:

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