Inclusive Education and Reflective Practice with Young People EDUC2035
- Subject Code :
EDUC2035
- University :
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A creative, articulate and interconnected discussion aboutyoung people, their livesandtheirlearning within the context of thecreativepiece.The response uses the creative work and highly relevant literature as the stimulus to provide a highly reflective and articulateinterrogation of personal assumptions about young people. |
A clear and coherent discussion aboutyoung people, their livesandtheirlearning with reference to the creative piece. The response provides a detailedreflectionand interrogation of personal assumptions about young people, with reference to relevant literature. |
A clear discussion about young people, their lives and their learning with reference to thecreativepiece. The response provides some reflection and interrogation of personal assumptions about young people with some reference to relevantliterature. |
Thereisevidenceofsome |
Hasnotdemonstrated |
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C3:Examines, |
discussionofthe literatureandthe |
understandingofthe implicationsofthe |
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using literature, theimplicationsof the diverse lives of young people on learning and schooling, and interrogates |
implications of diverse livesofyoungpeoplewith reference to schoolingandsomeinterrogationof personal assumptions. |
diverse lives of young peopleonlearningand schooling. And/or There is no evidence of reflection and interrogation of personal assumptions. |
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personal |
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assumptions |
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aboutyoung |
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people. |
Assessment Task 2:
Weighting55%
Duedate:Wednesday21May,2025at4pm(Week11)
1. Abriefstatementofthepurposeofthetaskandhowitrelatestothekeylearningoutcomes:
The purpose of this task is to build and showcase understandings of inclusive practice and identify relevant pedagogies and practical strategies which incorporate the legislative requirements of schools, including family and carer engagement, wellbeing and safety. Students will demonstrate an understanding of the breadth of diversity of young people they will encounter in schools and the evidence-informed strategies that cater for a range of abilities.
2. Abriefdescriptionofwhatstudentsarebeingaskedtodotofulfiltherequirementsforcompletionof the task:
ForTask2,ITEstudentswillneedtodevelopanannotatedevidence-informedteachingresourcesportfolio,(includinguseof ICT) ie., a diverse collection of theoretically informed resources for teaching that showcases pedagogies and teaching strategies that are inclusive and cater for the diversities that are embodied in the young people we teach.
The selection of resources for the portfolio should be carefully considered and justified and should focus on inclusive practice. Amongst the resources there should be something that targets:
Section A: legislative requirements; In this section you should include evidence of legislation and policy documents. Your annotations should include a list of actions/ prompts/ questions/ implications for you as a teacher and/ or why you selected this resource to include.
Section B: parent/carer and other external (to school) engagement; In this section, you should include resources and information that illustrate different ways you might engage parents/ carers and other stakeholders. Your annotations should include strategies/ prompts/ questions/ implications for you as a teacher, and/ or why you selected this resource to include.
Section C: Wellbeing and safety. In this section you should include resources and information that illustrate ways to support wellbeing safety of students. Your annotations should include strategies/ prompts/ questions/ implications for you as a teacher, and/ or why you selected this resource to include.
Section D: Teaching strategies that cater for inclusivity and a full range of abilities. In this section you should include evidence-informed teaching strategies or resources that cater for a range of abilities. Your annotations should include
actions/ prompts/ questions/ implications for you as a teacher, and/ or why you selected this resource to include.
Aclearstatementofthecriteriathatwillbeusedtogradethetask:
C1. Articulates the rights and supporting legislation of children and young people with disability and other diverse/ disadvantaged backgrounds, and the implications for educators.
C2. Describes a range of theoretically informed inclusive pedagogies, teaching strategies and resources that provide opportunities for agency, participation and engagement of diverse young people.
C3. Describes effective strategies and resources for the involvement of parents/carers.
C4: Describes ways that schools can enhance the mental, physical and emotional wellbeing and safety of young people.
3.Acleardescriptionofwhowillbetheassessor(iepeerreview,self-reflection,tutor,lectureretc):
Theunitlecturer/unitcoordinatororassignedmarkerwillassessthetask.
Aclearstatementoftheweightingofeachcriterionusedinthejudgementprocessofthetask:
Thistaskisworth55%oftheoverallmarksforthiscourse. Thereare4criteriathataremarkedequally.
5.Anindicationoftheapproximateamountoftimestudentsshoulddevotetothetask:
PSTsshoulddevoteapproximately40hourstocompletingthistask.
6.Submissiondetailsrelevanttothetask(duedate,methodofsubmissionetc):
Task is due Week 11 (Wednesday 21 May, 2025 at 4pm) and is to be uploaded in the Unit Moodle shell.
7.Astatementregardinghowstudentswillreceivefeedbackandtheprocessofreturningthestudent work (where applicable):
WrittenfeedbackwillaligntotheassessmentcriteriaandwillbedeliveredtoPSTsthroughMoodle.
AssessmentRubric:TaskTwo
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Criteria |
HighDistinction |
Distinction |
Credit |
Pass |
Doesnotmeetrequirements |
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C1.Articulatesthe |
Demonstrates and articulates a comprehensive and sophisticated understanding and synthesisoftherights and legislation. Uses annotations and informationtoskilfully articulate the implications for educators. |
Demonstrates a clear and coherent understanding of the rights and legislation. Usesthisknowledgeto make explicit and relevant connectionsto the implications for educators through annotations, |
Demonstrates a sound understanding of the rights and legislation and in annotations is able to make relevant connections to the implications for educators. |
Demonstrates a limitedunderstanding of the rights and legislation and annotations show evidence of basic connections to the implications for educators. |
Doesnotdemonstrate evidence of understandingrelevant legislationand rights. And/or Does not make connectionstothe implications for educators. |
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rights and |
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supporting |
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legislationof |
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childrenandyoung |
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peoplewith |
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disabilityandother |
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diverse/ |
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disadvantaged |
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backgrounds,and |
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theimplicationsfor |
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educators. |
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C2.Describesa |
The portfolio of resources and annotations demonstrates and clearly articulates a sophisticated and comprehensive knowledgeofinclusive pedagogies, teaching strategies and resources that are highly relevant for promotingtheagency, participation and engagement of young people. |
The portfolio of resources and annotations demonstrates a well- developed knowledge and understanding of inclusive pedagogies, teaching strategiesandresourcesthatare relevantforpromoting the agency, participation and engagement of young people. |
The portfolio of resources and annotations demonstrates a sound knowledge and understanding of inclusive pedagogies, teaching strategiesandresourcesthatare useful for promoting the agency, participation and engagement of young people. |
The portfolio of resources and annotations demonstrates alimitedknowledgeand understanding of inclusive pedagogies, teaching strategiesandresourcesthatare useful for promoting the agency, participation and engagement of young people. |
The portfolio of resources and/ or annotations do not demonstrate awarenessofrelevant pedagogies, teaching strategies and resources that promoteinclusionand the agency, participation and engagement of young people. |
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rangeof |
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theoretically |
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informed inclusive |
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pedagogies, |
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teachingstrategies |
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andresourcesthat |
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provide |
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opportunitiesfor |
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agency, |
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participationand |
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engagementof |
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diverseyoung |
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people. |
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Throughoutthe |
Throughoutthe |
Throughoutthe |
Theportfolioand |
Theportfolioand |
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C3. Describes effectivestrategies and resources for theinvolvementof parents/carers. |
portfolio and annotations,thereisa sophisticated andclear articulation of strategies that are highlyeffectivein |
portfolio and annotations,thereisa well-developed understanding and description of strategiesthatare |
portfolio and annotations, there is evidence of a sound understanding of strategiesthatcanbe usedto involve |
annotations demonstrate limited evidence of the strategiesthatcanbe used to involve parents/carers. |
annotationsdonot demonstrate awareness or understanding of strategies to effectivelyinvolve |
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involving parents/ |
effectiveininvolving |
parents/carers. |
parents/carers. |
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carers. |
parents/carers. |
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Throughoutthe |
Throughoutthe |
Throughoutthe |
Theportfolioand |
Theportfolioand |
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portfolioand |
portfolioand |
portfolioand |
annotations |
annotationsdonot |
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C4:Describesways |
annotations,thereisa |
annotations,thereisa |
annotations,thereis |
demonstratelimited |
demonstrate |
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thatschoolscan enhance the mental,physical and emotional wellbeing and safety of young people. |
sophisticated andclear articulation of strategies that are highly effective in supporting and enhancingthemental, physical and emotionalwellbeing |
well-developed understanding and description of strategies that are effectiveinsupporting and developing the mental, physical and emotionalwellbeing |
evidence of a sound understanding of strategiesthatsupport the mental, physical and emotional wellbeing and safetyof young people. |
evidence of the strategiesthatcanbe used to support the mental, physical and emotional wellbeing and safety of young people. |
awareness or understanding of strategiestosupport themental,physical and emotional wellbeingandsafety of young people. |
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andsafetyofyoung |
andsafetyofyoung |
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people. |
people. |
SubmissionandReturnofStudentWork
AllworkistobesubmittedviaMoodleandfeedbackwillbegivenviaTurnitin/Moodle.
ClosingtheLoop/StudentFeedback
This is a new unit and it is the first time it has been run.
