Analyze the range of aIDitional needs that impact on children, adolescence and their families | Homework Market Help

Artefact analysis assessment
Word limit: 1500
Weighting: 30% (Part A: 10%, Part B: 20%)

Assessment overview
Within each state and territory in Australia inclusive teaching is promoted and a statutory entitlement for all children. Your role as a primary school teacher is to teach children with diverse needs: some children may be undergoing assessment of an aIDitional need (also referred to as a special need or a disability), some may have a diagnosis, and some may never receive a diagnosis but have traits which suggest they have an aIDitional need. Within this assignment, you will consider how inclusive principles are applied by analysing a case study related to a child with an aIDitional need and then adapting an existing lesson in order to meet the needs of that child.
Unit learning outcomes
This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:
2. Analyze the range of aIDitional 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.

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Assessment details
Part A: Case analysis (500 words)
Case study
Child B
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.
Within your analysis you will need to:
Identify and describe the particular aIDitional 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)
The focus of this section of the assignment is to amend an existing lesson in order to meet the aIDitional need from Part A.
Select a lesson plan (Please see the end of this document I have the lesson plan attached)
When selecting an appropriate lesson, make sure that it will be impacted by the aIDitional 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.
Think about how you would adapt the lesson in order to meet the specific aIDitional 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 aIDitional 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.
Remember that as well as meeting the specific aIDitional needs of the identified child, your amended plan must also be appropriate for all children in the stated age group.
Assignment format
Your artefact 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 aIDitional 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 aIDitional 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 aIDitional 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.
Marking criteria
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 aIDitional 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 aIDitional 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 aIDitional 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 aIDitional 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 aIDitional 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 aIDressed 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 aIDitional 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.

The lesson plan from my previous unit
Lower primary lesson plan

Required Headings Head, shoulders, knees and toes
Lesson title Learning body parts in Aboriginal Language
Year level Year 1
Links to Curriculum Learning Area
The Art
Strands
Music
Sub strands
Knowledge and Skills
Content Descriptors
Develop aural skills by exploring and imitating sounds, pitch and rhythm patterns using voice, movement and body percussion (ACAMUM080)
Learning objectives This lesson will allow the students to learn the names of the body parts in Aboriginal language through singing and playing games. Students will learn to appreciate Aboriginal language and culture. Students will have a better understanding and knowledge about music, this will allow them to improve aural skills, through discovering and reproducing sounds in different language. Students will learn how to use their voices and follow a pattern of rhythm even if it’s in a different language. Students will have better interacting skills with Aboriginal people and knowledge about their culture and language.
Rationale This lesson will help students to learn about Aboriginal language and culture. The purpose of this lesson is to expose students at a young age to different cultures and languages. By introducing the Aboriginal language and culture to students, they will explore the words from this language and learn more about their perspectives and culture, this will allow students to develop better interacting skills with other students from different cultures through The Arts education. There are various strategies used in this lesson such as class discussions, working in pairs and sharing their knowledge, the use of these strategies in this lesson is to give confidence for the students to interact with each other also, understanding the importance of first language (Bevan and Shillingham’s, 2010). This lesson has 8ways of Indigenous perspectives integrated within the activities, such was working together, class discussion and learning through singing, this will also allow the student to gain new knowledge that they can share with others(MacNaughton, 2003).
Learning environment and resources Lesson environment
Indoor (Classroom)
Preparation
Pen
Book
Print out the words from appendix B, make enough copies for everyone.
Open up the other document refer to Appendix C & D and display them end of the lesson to sing as a class.
Hardware
Interactive Whiteboard (IWB)
Laptop
Safety Considerations
When students are talking about Indigenous people make sure they use correct words when referring to them.
Students must not be too close to each other when they are singing the songs at the end of the lesson.
Students must not be sitting too close to the chairs and table when they are watching the video and during class discussion.
Introduction Class discussion:
Ask students if the know any words in the Aboriginal language and explain to them that they would be learning the names of the body parts in the Aboriginal language.
Write down the name of the body parts on the board in English ask students to help you with the names by pointing at your body part (head, shoulders, knees, toes, eyes, ears, mouth and nose).
Body of lesson/strategies Write down the names of the body parts in Aboriginal language next to the English words (see Appendix B).
Read the word in the Aboriginal language with children repeat few times.
Randomly select students to read one of the body parts in the Aboriginal language ensure that they are pronouncing correctly.
Working in pairs
Hand out eight little cards to each pair.
Ask one partner to write four body part in English on one side of the card and on the other side of the card they will write the name of the body parts in Aboriginal language and other parts will write the other 4.
Ask students to switch their flash card with their partner.
Get students to test each other by showing one card to their partner in Aboriginal language and they will guess what body part it is in English.
Conclusion Play a game ‘Simon says’ touch one of your body parts and get students to say it in the Aboriginal language.
Display the lyrics on IWB and sing the song in English as a class (see appendix C).
Display the lyrics in Aboriginal Language (see appendix D) and start singing as a class start slowly at first then you can speed up.

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