EDC2400 – Diversity & Pedagogy

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EDC2400 – Diversity & Pedagogy
Assignment Two – Assessment Instructions
© University of Southern Queensland
Assignment details
Description
Word Count
Weighting (%)
Due date
Essay
Topic: Inclusive Education
2000 words
(+/- 10%)
40%
Wednesday, 7 June
2017 by 11.55pm
This assessment is an opportunity to consider the diversity found within a ‘typical’ mainstream
classroom (not special school or special education program) and strategies that could be used to
support successful access to, and participation in curriculum for all students in the class with explicit
focus on a chosen diversity area (as outlined below).
Additionally consider the role of, and educator interaction with, the parents/carers of students with
diverse learning needs in the classroom.
Further, identify a relevant policy or framework document specific to your educational jurisdiction
(i.e. State or Territory), and with clear influence on your chosen diversity area. As well, choose
between one of the following Commonwealth documents – Disability Standards for Education
(2005) or the Melbourne Declaration on Educational Goals for Young People (2008). Discuss how
the chosen documents influence inclusive education with particular consideration for your chosen
diversity area. Note: for EDC2400 students not in Australia, please discuss with the Course
Examiner the most appropriate documents to consider for your location.
Assignment Instructions
• Identify the educational context of your assignment from one of the following:
§ early childhood (Prep to Year 3)
§ primary (Year 4 to Year 6)
§ secondary (Year 7 to Year 12)
Additionally, for a secondary context, the specific subject area (e.g. English, Maths, Science etc.)
will need to be stated.
• Choose a learner diversity as your essay focus area from one of the following:
o English as a Second Language or Dialect (EAL/D)
o Gifted & talented
o Aboriginal or Torres Strait Islander
o Disability – if choosing disability as your focus area, you will need to specify a single
disability type or condition from the following:
§ Hearing impairment
§ Vision impairment
§ Physical impairment
§ Intellectual disability
Note – while this course provides an overview of a range of diversity areas, only those listed above
will be accepted for the focus of this essay.
EDC2400 – Diversity & Pedagogy
Assignment Two – Assessment Instructions
© University of Southern Queensland
§ Identify and describe the learner characteristics associated with this diversity area and explain
how these characteristics impact classroom teaching and learning for your nominated
educational context.
§ Identify and discuss two distinct teaching strategies appropriate for the identified diversity area
and how these could be applied within an inclusive classroom environment in your nominated
educational context. These strategies must be:
• practical and realistic (i.e. can be implemented by the classroom teacher without
additional financial or human resources);
• able to be implemented within the context of whole class learning (i.e. an inclusive
classroom environment); and
• effective as supported by the evidence (e.g. current, relevant & reliable academic
literature).
§ Discuss how a teacher can engage with parents/carers to better understand diverse student
need, and support student learning.
§ Summarise the obligations and or expectations of the chosen state and national documents, and
describe how these influence teachers working with students from the identified diversity area
within inclusive classroom environments.
§ Consolidate the above points into a logical and cohesive essay using current and
relevant academic literature to support all assertions, suggestions, and conclusions.
Assignment submission
This assessment task must be submitted via StudyDesk no later than 11.55pm Wednesday, 7 June
2017 – no hard copies will be accepted. Refer to the Course Activity page on StudyDesk for further
details. All assignments are to be submitted in MS Word Format (do NOT submit as pdf).
Assignment preparation and writing
Carefully read the assignment instructions and ensure that these are adhered to. Additionally, refer
to the marking rubric for further clarification in assignment expectations. It is important that
conventions of academic writing and a scholarly approach are utilised. Academic writing is
structured, concise, formal and objective; writing is from a third person perspective throughout.
Evidence and support through citation of current (i.e. published since 2007) and relevant academic
literature for all points and arguments must be used throughout the essay to demonstrate your
understanding of the content, as well as eliminate unsubstantiated opinion. Ambiguous language as
well as metaphor, colloquial expressions, emotive language and unsubstantiated generalisations
should be avoided.
EDC2400 – Diversity & Pedagogy
Assignment Two – Assessment Instructions
© University of Southern Queensland
Formatting and references
This assignment needs to meet the formatting expectations of an academic essay. An essay
includes a brief introduction and conclusion, and well-developed (focused point and transition
sentences in each) body paragraphs. There are no headings or subheadings.
Include the course code, assignment number and your name in the header of the document. A
coversheet is not needed.
For ease of reading and marking, use either Arial or Times New Roman 11pt or 12pt font, 1.5 to 2
line spacing, left hand justified alignment, and 2 to 2.5cm margin on all four sides of document.
APA 6th Edition style should be used for all referencing (i.e. in-text citations and reference listing).
Support for APA style can be accessed through the Academic Integrity section within FYI Education
Study & Research on StudyDesk as well as through the APA website.
A 10% +/- applies to the word count expectation; the final submitted document should be between
1800 and 2200 words, including in-text citations and quotations. The reference list is not included in
the final word count.
NOTE – the word count expectation includes all information from introduction through conclusion,
including in-text referencing and quotations, but does not include the final reference list.
Assignments in excess of the word limit (i.e. assignments that are in excess of 2200 words)
will be penalised by way of the marker discontinuing reading/marking. For significantly underlength essays (i.e. assignments under 1800 words), no direct penalty will apply however be aware
that under-length assignments are unlikely to adequately meet the assignment marking criteria.
Referencing & Plagiarism
It is expected that students will search for and utilise a range of current (published since 2007)
academic literature (e.g. journal articles, book chapters, authoritative websites) to strengthen and
substantiate all writing. Reference material is used to support writing; direct concepts and
quotations need to be appropriately acknowledged through the use of correct formatting and in-text
citations. Students should familiarise themselves with the following information on the appropriate
use of referencing, plagiarism and other forms of academic misconduct to ensure that these are
avoided: http://www.usq.edu.au/current-students/assessment/assignments/referencing-plagiarism
Assignments submitted for EDC2400 may be subject to a submission into Turnitin, a plagiarism
checking service. More information about Turnitin can be found on StudyDesk or on their website:
http://turnitin.com
Do not self-plagiarise. You are not allowed to submit an assignment or any part of an assignment
that you have submitted previously in another course. If you use a small section, do not selfplagiarise, identify yourself as the author and follow the standard APA referencing system to
acknowledge the source.
EDC2400 – Diversity & Pedagogy
Assignment Two – Assessment Instructions
© University of Southern Queensland
Extension policy
It is expected that all assessment tasks will be submitted by the due date. Extension requests are to
be submitted to the Course Examiner. Such requests are to be made prior to the due date for the
assignment. Please note that the grounds for assessment extensions and the procedure for
applying for extensions in EDC2400 adhere to the requirements outlined in the relevant USQ
Policies and Procedures. Information regarding criteria and process for requesting an extension of
due date, including the Extension Request Form can be found on the Course Activity page of
StudyDesk as well as in the Assessment tab.
What to do if you are concerned about passing an assignment? USQ has a variety of
supports in place for students (please refer to the USQ Learning Centre) that may help to improve
your understanding of assessment expectations and or your academic writing skills. If you have
accessed the support available through the course material as well as through the Learning Centre,
and have regularly engaged with the material on StudyDesk (e.g., assessment forums and
assessment zoom sessions or recordings) as evidenced by your student activity log, and you
are still struggling with your assessment, please contact the Course Examiner for additional support.
Contact details can be found in the Teaching Team tab. This support will be dependent upon your
circumstances and individual needs.

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